<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2019000100288</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.19.060.ds13</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Inclusão digital e práticas de leitura em um telecentro de uma comunidade quilombola]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital inclusion and reading practices in a telecentro]]></article-title>
<article-title xml:lang="es"><![CDATA[Inclusión digital y prácticas de lectura en un telecentro de una comunidad quilombola]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Velloso]]></surname>
<given-names><![CDATA[Maria Jacy Maia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castanheira]]></surname>
<given-names><![CDATA[Maria Lúcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Montes Claros  ]]></institution>
<addr-line><![CDATA[Montes Claros MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>19</volume>
<numero>60</numero>
<fpage>288</fpage>
<lpage>307</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2019000100288&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2019000100288&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2019000100288&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo No contexto de implementação de políticas públicas de inclusão digital no território brasileiro, o artigo analisa as práticas de leitura associadas ao uso do computador e da internet em um telecentro de uma comunidade quilombola, Paineiras, situada ao norte de Minas Gerais, Brasil. Foram adotadas a abordagem do Letramento como Prática Social e uma perspectiva etnográfica para a análise de como e porquê os usuários do telecentro utilizam o computador e a internet e que ações e interações desenvolvem com o estabelecimento desse telecentro na comunidade. A análise dos eventos de leitura observados no telecentro tornou visível duas modalidades de uso dos computadores, que foram classificadas como modalidade de uso livre e modalidade de uso orientado. O contraste entre essas modalidades evidenciou que as práticas de leitura na primeira modalidade estavam mais diretamente vinculadas a interesses pessoais e funções sociais da escrita no contexto digital, particularmente a comunicação com amigos e parentes em redes sociais. Em contraposição, as práticas de leitura desenvolvidas de maneira orientada durante o curso de informática oferecido aos moradores de Paineiras, apresentaram natureza descontextualizada e sem vínculos com as experiências e necessidades vivenciadas pelos alunos em outros espaços sociais, privilegiando o ensino das funções dos softwares (e.g. Excel, Word). Evidenciou-se que as reivindicações, as necessidades, os conhecimentos e os interesses da população não têm sido consideradas no processo de desenvolvimento de cursos de inclusão digital, o que desmotiva os alunos a participarem das atividades propostas e limita as possibilidades de aprendizagem por parte deles.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the context of the implementation of public policies for digital inclusion in Brazil, this article examines reading practices associated with computer and internet use by residents of Paineiras, a quilombola community located in the north of the state of Minas Gerais, Brazil. A Literacy as Social Practice approach and an ethnographic perspective were explored to examine how and why people use computers and the internet and what actions and interactions they developed with the establishment of a telecentre in this community. The analysis made visible two modalities of use of computers, which were classified as free use and oriented use. The contrast between these modalities showed that reading practices in the first modality were more directly related to personal interests and social functions of writing, particularly, communication with friends and relatives in social networks. In contrast, the reading practices developed in the second modality, associated with a digital course offered to residents of Paineiras, showed no links to students&#8217; experiences, interests, and needs, privileging the teaching of software (e.g. Excel). The analysis presented suggests that the digital course&#8217;s decontextualized approach discouraged students to engage with the proposed teaching activities and limited their learning possibilities of digital resources.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En el contexto de implementación de políticas de inclusión digital en el territorio brasileño, el artículo analiza las prácticas de lectura asociadas al uso del ordenador y de la internet desarrolladas por usuarios de un telecentro de la comunidad quilombola Paineiras ubicada al norte de Minas Gerais, Brasil. El abordaje teórico adoptado fue de la literacidad como práctica social y una perspectiva etnográfica para el análisis de cómo y por qué los usuarios del telecentro utilizan el ordenador y la internet, y, además, qué acciones e interacciones desarrollan con la implantación del telecentro en la comunidad. El análisis de los eventos de lectura desarrollados por los participantes del grupo observado hizo visible dos modalidades de uso de los ordenadores que fueron clasificados como uso libre y uso orientado. El contraste entre estas modalidades evidenció que las prácticas de lectura en la primera modalidad (libre) estaban más directamente vinculadas a intereses personales y funciones sociales de la escritura en el contexto digital, particularmente, la comunicación con amigos y parientes en redes sociales. En contraposición, las prácticas de lectura desarrolladas de manera orientada durante el curso de informática ofrecido a los habitantes de Paineiras presentaron naturaleza descontextualizada y sin vínculos con las experiencias y necesidades de los alumnos desarrolladas en otros espacios sociales, privilegiando la enseñanza de las funciones de los softwares (e.g. Excel, Word). El análisis presentado sugiere que las reivindicaciones, las necesidades, los conocimientos y los intereses de la población no se han considerado en el proceso de desarrollo de cursos de inclusión digital, lo que desmotiva a los alumnos y limita sus posibilidades de aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inclusão digital]]></kwd>
<kwd lng="pt"><![CDATA[Letramentos]]></kwd>
<kwd lng="pt"><![CDATA[Telecentro]]></kwd>
<kwd lng="en"><![CDATA[Digital inclusion]]></kwd>
<kwd lng="en"><![CDATA[Literacies]]></kwd>
<kwd lng="en"><![CDATA[Telecentro]]></kwd>
<kwd lng="es"><![CDATA[Inclusión digital]]></kwd>
<kwd lng="es"><![CDATA[Literacidades]]></kwd>
<kwd lng="es"><![CDATA[Telecentro]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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