<?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>S0102-54732015000200499</article-id>
<article-id pub-id-type="doi">10.5007/2175-795X.2014v33n2p499</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Política educativa e cultura digital: entre práticas escolares e práticas sociais]]></article-title>
<article-title xml:lang="en"><![CDATA[Education policies and digital culture: between school practices and social practices]]></article-title>
<article-title xml:lang="es"><![CDATA[Política educativa y cultura digital: entre prácticas escolares y prácticas sociales]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bonilla]]></surname>
<given-names><![CDATA[Maria Helena Silveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pretto]]></surname>
<given-names><![CDATA[Nelson De Luca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador BA]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador BA]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2015</year>
</pub-date>
<volume>33</volume>
<numero>2</numero>
<fpage>499</fpage>
<lpage>521</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732015000200499&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732015000200499&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732015000200499&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Em tempos de codifica&#231;&#227;o digital e articula&#231;&#227;o em rede, intensificam-se os fluxos das informa&#231;&#245;es, ideias, conhecimentos e culturas que circulam na sociedade, podendo, qualquer pessoa, em qualquer lugar, participar dessa din&#226;mica numa perspectiva autoral. Como a escola n&#227;o dialoga bem com essa nova cultura, marcada pela horizontalidade, pelos fluxos rizom&#225;ticos, a chamada cultura digital, busca-se, neste texto, analisar poss&#237;veis causas dessa falta de sintonia, tomando por base as pol&#237;ticas p&#250;blicas de inser&#231;&#227;o das tecnologias digitais na sociedade brasileira e nas escolas, e as pr&#225;ticas desenvolvidas nas escolas que participaram do Projeto Um Computador por Aluno (UCA), na Bahia e em Santa Catarina. A falta de articula&#231;&#227;o entre os projetos e programas, a fragilidade na forma&#231;&#227;o de professores e a transforma&#231;&#227;o do computador numa m&#225;quina pedag&#243;gica, em vez de uma m&#225;quina de comunica&#231;&#227;o e de produ&#231;&#227;o de sentidos, tem dificultado a articula&#231;&#227;o entre as pr&#225;ticas sociais e as pr&#225;ticas escolares e a constitui&#231;&#227;o da cultura digital nas escolas brasileiras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In a time of digital codification and networking, information, ideas, knowledge and cultures that flow in society are intensified in such a way that anyone anywhere can take part in this dynamic having an authorial perspective role. As the school does not dialogue very well with this new culture, marked by horizontality, and by the rhizomatic flows, the so-called digital culture, we seek in this paper to analyze some possible causes of this lack of consonance. We examine public policies to include digital technologies in Brazilian society and also in schools, and the practices developed at the schools participating in the Projeto Um Computador por Aluno (UCA - Project One computer per student), in the states of Bahia and Santa Catarina. The lack of articulation between projects and programs, the fragility of teacher education and making use of the computer as a pedagogical tool instead of a communication tool and as a tool of production of meaning have made difficult the articulation between social practices and school practices and the formation of digital culture at Brazilian schools continues to be a challenging task.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[En tiempos de codificaci&#243;n digital y articulaci&#243;n en red, se est&#225;n intensificando los flujos de informaci&#243;n, ideas, conocimientos y culturas que circulan en la sociedad y puede cualquier persona, en cualquier lugar, participar en esta din&#225;mica en una perspectiva de autor&#237;a. Como la escuela no dialoga bien con esta nueva cultura, marcada por la horizontalidad, por los flujos rizom&#225;ticos, la llamada cultura digital, buscamos, en este texto, analizar las posibles causas de esta falta de armon&#237;a, basado en las pol&#237;ticas p&#250;blicas de la integraci&#243;n de las tecnolog&#237;as digitales en la sociedad brasile&#241;a y en las escuelas, y en las pr&#225;cticas desarrolladas en las escuelas que participaron en el proyecto Una Computadora por Alumno (UCA), en los estados de Bah&#237;a y Santa Catarina. La falta de articulaci&#243;n entre los proyectos y programas, la debilidad en la formaci&#243;n docente y la transformaci&#243;n de la computadora en una m&#225;quina educacional, en lugar de una m&#225;quina de la comunicaci&#243;n y de la producci&#243;n de significados, han dificultado la relaci&#243;n entre las pr&#225;cticas sociales y las pr&#225;cticas escolares y la constituci&#243;n de la cultura digital en las escuelas brasile&#241;as.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Cultura Digital]]></kwd>
<kwd lng="pt"><![CDATA[Política Educativa]]></kwd>
<kwd lng="pt"><![CDATA[Práticas Escolares]]></kwd>
<kwd lng="en"><![CDATA[Digital Culture]]></kwd>
<kwd lng="en"><![CDATA[Education Policy]]></kwd>
<kwd lng="en"><![CDATA[School Practices]]></kwd>
<kwd lng="es"><![CDATA[Cultura Digital]]></kwd>
<kwd lng="es"><![CDATA[Política Educativa]]></kwd>
<kwd lng="es"><![CDATA[Prácticas Escolares]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
