<?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>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732012000100004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Uma análise do discurso hegemônico acerca das tecnologias na educação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barreto]]></surname>
<given-names><![CDATA[Raquel Goulart]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A04">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2012</year>
</pub-date>
<volume>30</volume>
<numero>01</numero>
<fpage>41</fpage>
<lpage>58</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732012000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732012000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732012000100004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este texto analisa os sentidos que têm sido atribuídos à incorporação educacional das tecnologias da informação e da comunicação (TIC) e está organizado em três seções. A primeira compreende uma tentativa de síntese da análise crítica de discurso como alternativa teórico-metodológica para a abordagem dos encaminhamentos relativos ao tema, tendo como horizonte o contexto da “sociedade global da informação”, suas formulações-chave e tendências, enfatizando a de restringir os sentidos possíveis ao da substituição tecnológica. A segunda seção envolve as ressignificações de ensinar e aprender no contexto citado, focalizando os discursos sobre estes processos no cenário internacional. A terceira e última seção aponta para o resgate dos sentidos plurais das TIC na sua recontextualização educacional, tendo em vista superar a substituição tecnológica como sentido hegemônico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This text analyzes the meanings attributed to information and communication technologies (ICTs) in education. It is divided into three sections. The first is an attempt to summarize critical discourse analysis as a theoretical-methodological alternative to considering the issues in the framework of the so-called “global information society”, its key formulations and trends, emphasizing limitations of the possible meanings of technological substitution. The second section focuses on the resignifications of teaching and learning processes found in international discourses. The third section addresses the multiple meanings of the recontextualization of ICTs in education, considering overcoming technological substitution as a hegemonic meaning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Este texto, organizado en tres secciones analiza los sentidos que fueron sido atribuidos a la incorporación de las tecnologías de la información y la comunicación (TIC) en la educación. La primera comprende un intento de síntesis del análisis crítico del discurso como alternativa teórico-metodológica para el abordaje de los distintos enfoques sobre el tema, teniendo como horizonte el contexto de la “sociedad global de la información”, sus formulaciones clave y tendencias, en especial la tendencia de ruduzir los sentidos posibles a la sustitución tecnológica. La segunda sección se refiere a las resignificaciones de enseñar y de aprender en el contexto citado, focalizando los discursos sobre estos procesos en el escenario internacional. La tercera y última sección se centra en el rescate de los sentidos plurales de las TIC en su recontextualización educacional, con el propósito de superar la sustitución tecnológica como sentido hegemónico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tecnologia da Informação e da Comunicação]]></kwd>
<kwd lng="pt"><![CDATA[Análise de Discurso]]></kwd>
<kwd lng="pt"><![CDATA[Processo de Ensino-Aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[Information and Communication Technologies]]></kwd>
<kwd lng="en"><![CDATA[Discourse Analysis]]></kwd>
<kwd lng="en"><![CDATA[Teaching and Learning Process]]></kwd>
<kwd lng="es"><![CDATA[Tecnología de la Información y de la Comunicación]]></kwd>
<kwd lng="es"><![CDATA[Análisis del Discurso]]></kwd>
<kwd lng="es"><![CDATA[Proceso Enseñanza Aprendizaje]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Uma an&aacute;lise do discurso  hegem&ocirc;nico acerca das tecnologias na educa&ccedil;&atilde;o.</h2> <h3>An analysis of the hegemonic discourse regarding education Technologies.</h3> <h3>Un an&aacute;lisis del discurso hegem&oacute;nico sobre las tecnolog&iacute;as en la educaci&oacute;n.</h3>     <p>&nbsp;</p> <h4>Raquel Goulart Barreto    <br> </h4> </font>      ]]></body><back>
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