<?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>S1981-416x2024000401495</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.24.083.ds13</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[TecnoContos: ficções sonoras, tecnologias e educação]]></article-title>
<article-title xml:lang="en"><![CDATA[TecnoContos: ficciones sonoras, tecnologías y educación]]></article-title>
<article-title xml:lang="es"><![CDATA[TecnoContos: sound fictions, technologies and education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maddalena]]></surname>
<given-names><![CDATA[Tania Lucía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro Faculdade de Educação Departamento de Estudos Aplicados ao Ensino]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>24</volume>
<numero>83</numero>
<fpage>1495</fpage>
<lpage>1512</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2024000401495&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2024000401495&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2024000401495&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo expõe uma experiência de ciberpesquisa-formação realizada em uma universidade pública do Rio de Janeiro, na qual mais de 160 estudantes criaram ficções sonoras, em formato de podcast, sobre temáticas da área de Tecnologias e Educação. Enquanto alguns teóricos afirmam que já não narramos e vivemos a crise da narração (Han, 2023) ocasionada pelos usos das tecnologias digitais, esta pesquisa avança em direção contrária. Inspirada nos fundamentos teórico-metodológicos da ciberpesquisa-formação (Santos, 2019), da pesquisa narrativa (Ferraroti, 2014) e das pesquisas com os cotidianos (Alves, 2008; Certeau, 2012), a pesquisa priorizou a intervenção direta na sala de aula com o desenvolvimento de projetos narrativos e os usos criativos das tecnologias digitais em rede. Os achados da pesquisa demonstram: 1) O trabalho com sons digitais proporcionou um acesso aos cotidianos habitados pelos estudantes, evidenciando as paisagens sonoras como um recurso narrativo potente; 2) Os usos da invenção ficcional permitem problematizar e pluralizar o presente; 3) Os projetos narrativos funcionam como dispositivos autorais, potencializando o letramento digital; e 4) A criação de uma história digital é atravessada pela hiperescrita de si (Maddalena, 2018) e, em algumas ocasiões, revela a busca por uma narrativa coletiva. Como resultado do projeto, foi criada uma playlist com mais de 40 TecnoContos, ficções sonoras de três a cinco minutos de duração, que recuperam uma prática fundamental do ato de educar: compartilhar histórias e aprender com elas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents a cyber-research-training experience carried put at a public university in Rio de Janeiro, in which more than 200 students crated sound fictions, in podcast format, on topics in the area of Educational Technology- While some theorists affirm thar we no longer narrate and live the crisis of narration (Han, 2023) caused by the uses of digital technologies, this research takes a position in the opposite direction. With the theorical-methodological foundations of cyber-research-training (Santos, 2019), narrative research (Ferraroti, 2014) and research with everyday life (Alves, 2008; Certeau, 2012), the research prioritized direct intervention in the classroom with the development of narrative projects and creative uses of digital technologies in connection. The research findings demonstrate: 1) The work with digital sounds provided access to the everyday life inhabited by the students, evidencing soundscapes as a powerful narrative resource; 2) The uses of fictional invention allow the present to be problematized and pluralized; 3) Narrative projects function as authorial devices, encouraging digital literacy; e 4) The creation of a digital story is crossed by the Self-Hyperwriting (Maddalena, 2018) and, on some occasions, reveals the search for a collective narrative. As a result of the project, a playlist was created with more than 40 Tecnocontos, sound fictions lasting three to five minutes, which recover a fundamental practice of the act of educating: sharing stories and learning from them.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente artículo expone una experiencia de ciberinvestigación-formación realizada en una universidad pública de Río de Janeiro, en la cual más de 200 estudiantes crearon ficciones sonoras, em formato de podcast, sobre temáticas del área de Tecnología Educativa. Mientras algunos teóricos afirman que ya no narramos y vivimos la crisis de la narración (Han, 2023) ocasionada por los usos de las tecnologías digitales, esta investigación avanza en dirección contraria. Con los fundamentos teórico-metodológicos de la ciberinvestigación-formación (Santos, 2019), la investigación narrativa (Ferraroti, 2014) y de las investigaciones con los cotidianos (Alves, 2008; Certeau, 2012), la investigación priorizó la intervención directa en el aula con el desarrollo de proyectos narrativos y usos creativos de las tecnologías digitales en conexión. Los hallazgos de la investigación demuestran: 1) El trabajo con sonidos digitales proporcionó un acceso al cotidiano habitado por los estudiantes, evidenciando los paisajes sonoros como un recurso narrativo potente; 2) Los usos de la invención ficcional permiten problematizar y pluralizar el presente; 3) Los proyectos narrativos funcionan como dispositivos autorales, incentivando la competencia digital; e 4) La creación de una historia digital está atravesada por la hiperescritura del yo (Maddalena, 2018) y, en algunas ocasiones, revela la búsqueda por una narrativa colectiva. Como resultado del proyecto, se disponibilizó una playlist con más de 40 TecnoContos, ficciones sonoras de tres a cinco minutos de duración, que recuperan una práctica fundamental del acto de educar: compartir historias y aprender con ellas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ficções sonoras]]></kwd>
<kwd lng="pt"><![CDATA[Narrativas Digitais]]></kwd>
<kwd lng="pt"><![CDATA[Ciberpesquisa-formação.]]></kwd>
<kwd lng="en"><![CDATA[Sound Fictions]]></kwd>
<kwd lng="en"><![CDATA[Digital Narratives]]></kwd>
<kwd lng="en"><![CDATA[Cyber-research-training.]]></kwd>
<kwd lng="es"><![CDATA[Ficciones sonoras]]></kwd>
<kwd lng="es"><![CDATA[Narrativas Digitales]]></kwd>
<kwd lng="es"><![CDATA[Ciberinvestigación-formación.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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