<?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>S1981-416x2019000301023</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.19.062.ds06</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tecnologias digitais, espetáculo e violência na escola: uma análise de &#8220;Urso Branco&#8221;]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital technologies, spectacle and violence at school: a &#8220;White Bear&#8221; analysis]]></article-title>
<article-title xml:lang="es"><![CDATA[Tecnologías digitales, espectáculo y violencia en la escuela: un análisis de &#8220;Urso Branco&#8221;]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Casagrande]]></surname>
<given-names><![CDATA[Ana Lara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Aliana França Camargo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Terezinha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso  ]]></institution>
<addr-line><![CDATA[Cuiabá MT]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Mato Grosso  ]]></institution>
<addr-line><![CDATA[Cuiabá MT]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Mato Grosso  ]]></institution>
<addr-line><![CDATA[Cuiabá MT]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>19</volume>
<numero>62</numero>
<fpage>1023</fpage>
<lpage>1041</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2019000301023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2019000301023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2019000301023&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo se propõe a analisar as práticas de violência mediadas por aparatos tecnológicos no ambiente escolar, a partir do episódio intitulado Urso Branco, parte da série Black Mirror, da Netflix. Nesse episódio, há uma narrativa que se desenvolve em meio a um contexto de sadismo coletivo acerca da punição da personagem central, registrado pelos aparelhos celulares. Partimos do pressuposto de que a relação com a câmera é fundamental para a compreensão do registro passivo da violência e seu compartilhamento em redes. A abordagem deste texto é qualitativa e tem como eixos de desenvolvimento: o cenário mediado pelas tecnologias digitais; episódios de violências escolares; discussão sobre violência e conflito; o papel da escola e dos letramentos digitais em uma perspectiva social e abordagem crítica na educação. Nota-se que as práticas sociais, interfaceadas por produções e compartilhamentos de mensagens transmidiáticas, circulam fugaz e velozmente pela rede, o que demanda reflexão sobre as práticas de ensino docente, o papel da escola e a aprendizagem com o uso de tecnologias digitais, na ótica da repulsa às ocorrências de violência escolar, que infringem os direitos humanos, sociais e de acesso ao conhecimento de outrem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article proposes to analyze the violence practices registered by technological devices in the school environment, from the episode White Bear, part of the Black Mirror series, from Netflix. In it, there is a narrative that unfolds in a context of collective sadism about the punishment of the central character, recorded by cell phones. We start from the assumption that the relationship with the camera is essential for understanding the passive record of violence and it&#8217;s sharing in networks. The approach of this text is qualitative and has as axes of development: the scenario mediated by digital technologies; episodes of school violence; discussion on violence and conflict; the role of school and digital literacy in a social perspective and critical approach in education. It is noteworthy that social practices along with the productions and sharing of transmissive messages circulate rapidly through the network, which demands reflection on the teaching practices, the role of the school and the learning with the use of digital technologies, in the optics of the rejection of the occurrences of school violence, which violate human, social and access rights to the knowledge of others.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente artículo se propone analizar las prácticas de violencia difundidas por aparatos tecnológicos en el ambiente escolar, a partir del episodio titulado Oso Branco, parte de la serie Black Mirror, de Netflix. En ese episodio, hay una narrativa que se desarrolla en medio de un contexto de sadismo colectivo acerca del castigo del personaje central, registrado por los aparatos celulares. Partimos de la premisa de que la relación con la cámara es fundamental para la comprensión del registro pasivo de la violencia y su compartir en redes. El enfoque de este texto es cualitativo y tiene como ejes de desarrollo: el escenario mediado por las tecnologías digitales; episodios de violencia escolar; discusión sobre violencia y conflicto; el papel de la escuela y de letras digitales en una perspectiva social y enfoque crítico en la educación. Se observa que las prácticas sociales vinculadas por producciones y compartimentos de mensajes transmisibles circulan fugaz y velozmente por la red, lo que demanda reflexión sobre las prácticas de enseñanza docente, el papel de la escuela y el aprendizaje con el uso de tecnologías digitales, en la óptica de la enseñanza repulsa a las ocurrencias de violencia escolar, que infringen los derechos humanos, sociales y de acceso al conocimiento de otros.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tecnologias Digitais]]></kwd>
<kwd lng="pt"><![CDATA[Câmera]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Violência]]></kwd>
<kwd lng="pt"><![CDATA[Letramentos]]></kwd>
<kwd lng="en"><![CDATA[Digital Technologies]]></kwd>
<kwd lng="en"><![CDATA[Camera]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[Violence]]></kwd>
<kwd lng="en"><![CDATA[Letters]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías Digitales]]></kwd>
<kwd lng="es"><![CDATA[Cámara]]></kwd>
<kwd lng="es"><![CDATA[Escuela]]></kwd>
<kwd lng="es"><![CDATA[Violencia]]></kwd>
<kwd lng="es"><![CDATA[Alfabetizaciones]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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