<?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>S1981-416x2019000401616</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.19.063.ao03</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A aprendizagem em tempos de Homo &#339;conomicus cyber]]></article-title>
<article-title xml:lang="en"><![CDATA[The learning in times of Homo &#339;conomicus cyber]]></article-title>
<article-title xml:lang="es"><![CDATA[La aprendizaje en tiempos de Homo &#339;conomicus cyber]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Madruga]]></surname>
<given-names><![CDATA[Elisângela Barbosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Henning]]></surname>
<given-names><![CDATA[Paula Corrêa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande  ]]></institution>
<addr-line><![CDATA[Rio Grande do Sul RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande  ]]></institution>
<addr-line><![CDATA[Rio Grande do Sul RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>19</volume>
<numero>63</numero>
<fpage>1616</fpage>
<lpage>1637</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2019000401616&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2019000401616&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2019000401616&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo discute o cenário discursivo da atualidade no que tange a constituição de sujeitos por meio das tecnologias na educação formal, especificamente, os jogos eletrônicos. Sob esse viés as demandas sociais e econômicas são atendidas para garantir um amanhã ambientalmente responsável e próspero. Nessa perspectiva, considerando a realização de alguns tensionamentos acerca do tema, tomou-se como objetivo de pesquisa a identificação e análise dos ditos que são assumidos por professores da escola primária e reproduzidos em planos de aula. Treze planos de aula para crianças de 6 a 7 anos, produzidos por professores no jogo eletrônico Minecraft: Education Edition foram escolhidos como material de análise. Para a análise dos ditos utilizou-se como proposta teórico-metodológica a análise do discurso foucaultiana. Ao analisar os planos, verificou-se que 7 lições visavam uma aprendizagem baseada em projetos para desenvolver habilidades como colaboração, criatividade, pensamento crítico etc. Os planos abrangeram os anos 2016, 2017 e 2018. A análise discursiva apontou para a constituição de um sujeito proativo, dinâmico e flexível que se fundamenta num pensamento neoliberal, computacional e científico para a resolução de futuras situações problemas, entre elas as provocadas por uma crise ambiental.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article discusses the current discursive scenario in what refers to the constitution of subjects through technologies in formal education, specifically, electronic games. Under this bias, social and economic demands are answered to ensure an environmentally responsible and prosperous tomorrow. In this perspective, considering the realization of some tensions about the theme, it was taken as objective of research the identification and analysis of the sayings that are assumed by teachers of the primary school and reproduced in lesson plans. 13 lesson plans for children ages 6 to 7, produced by teachers in the electronic game Minecraft: Education Edition, were chosen as an analysis material. For the analysis of the sayings the analysis of the foucaultian discourse was used as theoretical-methodological proposal. In analyzing the plans, it was verified that 7 lessons aimed at a project-based learning to develop skills such as collaboration, creativity, critical thinking, etc. The plans covered the years 2016, 2017 and 2018. The discursive analysis pointed to the constitution of a proactive, dynamic and flexible subject that is based on neoliberal, computational and scientific thinking for the resolution of future situations, such as those caused by an environmental crisis.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo discute el escenario discursivo de la actualidad en lo que se refiere a la constitución de sujetos por medio de las tecnologías en la Educación formal, específicamente, los juegos electrónicos. Bajo este sesgo, las demandas sociales y económicas son atendidas para garantizar un mañana ambientalmente responsable y próspero. En esta perspectiva, considerando la realización de algunos tensamientos acerca del tema, se tomó como objetivo de investigación la identificación y análisis de los dichos que son asumidos por profesores de la escuela primaria y reproducidos en planes de clase. 13 planes de clase para niños de 6 a 7 años, producidos por profesores en el juego electrónico Minecraft: Education Edition, fueron elegidos material de análisis. Para el análisis de los dichos se utilizó como propuesta teórico-metodológica el análisis del discurso foucaultiana. Al analizar los planes, se verificó que 7 lecciones tenían como objetivo un aprendizaje basado en proyectos para desarrollar habilidades como la colaboración, la creatividad, el pensamiento crítico, etc. Los planes abarcaron los años 2016, 2017 y 2018. El análisis discursivo apuntó a la constitución de un sujeto proactivo, dinámico y flexible que se fundamenta en un pensamiento neoliberal, computacional y científico para la resolución de futuras situaciones problemas, entre tales, las provocadas por una crisis ambiental.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Educação Ambiental]]></kwd>
<kwd lng="pt"><![CDATA[Minecraft]]></kwd>
<kwd lng="pt"><![CDATA[Michel Foucault]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Environmental Education]]></kwd>
<kwd lng="en"><![CDATA[Minecraft]]></kwd>
<kwd lng="en"><![CDATA[Michel Foucault]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Educación ambiental]]></kwd>
<kwd lng="es"><![CDATA[Minecraft]]></kwd>
<kwd lng="es"><![CDATA[Michel Foucault]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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