<?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>S0102-54732018000100270</article-id>
<article-id pub-id-type="doi">10.5007/2175-795X.2018v36nlp270</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[TIC e processos de ensino e aprendizagem no ensino superior: uma análise discursiva de depoimentos de licenciandos]]></article-title>
<article-title xml:lang="en"><![CDATA[ICTs and teaching and learning processes in higher education: a discursive analysis of statements by students in at a teacher&#8217;s college]]></article-title>
<article-title xml:lang="es"><![CDATA[TIC y los procesos de enseñanza y aprendizaje en la educación superior: un análisis discursivo de testimonios de graduandos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aquino]]></surname>
<given-names><![CDATA[Israel da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fiss]]></surname>
<given-names><![CDATA[Dóris Maria Luzzardi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<volume>36</volume>
<numero>1</numero>
<fpage>270</fpage>
<lpage>296</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732018000100270&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732018000100270&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732018000100270&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como objetivo evidenciar os sentidos relacionados &#224; inser&#231;&#227;o das Tecnologias de Informa&#231;&#227;o e Comunica&#231;&#227;o nas pr&#225;ticas propostas a licenciandos em sua forma&#231;&#227;o acad&#234;mica. Desse modo, foram produzidas an&#225;lises discursivas, a partir da perspectiva francesa, fundada por Michel P&#234;cheux, que trabalha com a converg&#234;ncia e a ressignifica&#231;&#227;o de conceitos do materialismo hist&#243;rico, da lingu&#237;stica e da psican&#225;lise. Tomamos como corpus anal&#237;tico um conjunto de depoimentos fornecidos por alunos dos cursos de Hist&#243;ria, Ci&#234;ncias Sociais e Letras da Universidade Federal do Rio Grande do Sul no ano de 2012. A an&#225;lise realizada permitiu a identifica&#231;&#227;o de rela&#231;&#245;es de sentidos distintos e em disputa: por um lado, efeitos de sentido de nega&#231;&#227;o/resist&#234;ncia &#224; utiliza&#231;&#227;o do PbWorks enquanto ferramenta pedag&#243;gica, que remete a uma Forma&#231;&#227;o Discursiva Acad&#234;mica Tecnol&#243;gica Conservadora; por outro lado, efeitos de sentido de receptividade/acolhimento que traduzem aceita&#231;&#227;o da ferramenta, em sua dimens&#227;o avaliativa, inclusive, apontando para uma Forma&#231;&#227;o Discursiva Acad&#234;mica Tecnol&#243;gica Transgressora.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this study is to reveal the meanings related to the insertion of Information and Communication Technologies found in practices proposed to students in teacher accreditation programs. Discursive analyses were produced using the perspective of Michel P&#234;cheux, who works with the convergence and resignification of concepts of historical materialism, linguistics and psychoanalysis. The analysis focused on statements provided by students in the courses of history, social sciences and language and literature at the Federal University at Rio Grande do Sul in 2012.The analysis allowed identifying relations of different and disputed meanings. On one hand, we found a resistance to the use of PbWorks as a pedagogical tool, because it is related to a conservative technological discursive academic education. On the other hand, we found a receptivity and acceptance of the tool, in its evaluative dimension, which saw its role in a transgressive technological academic discursive education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo tiene como objetivo demostrar los significados relacionados con la integraci&#243;n de las Tecnolog&#237;as de Informaci&#243;n y Comunicaci&#243;n en las pr&#225;cticas propuestas a estudiantes de profesorado en su formaci&#243;n acad&#233;mica. Fueron realizados an&#225;lisis discursivos desde la perspectiva francesa, fundada por Michel P&#234;cheux, que utilizan la convergencia y la reformulaci&#243;n de los conceptos del materialismo hist&#243;rico, la ling&#252;&#237;stica y el psicoan&#225;lisis. Usamos, como corpus de an&#225;lisis, un conjunto de declaraciones de estudiantes de los cursos de Historia, Ciencias Sociales y Bellas Artes de la Universidad Federal do Rio Grande do Sul/Brasil en 2012. El an&#225;lisis permiti&#243; identificar relaciones de sentido distintos y en disputa: por un lado, los efectos de sentido de la negaci&#243;n / resistencia usando PBworks como herramienta pedag&#243;gica, que se refiere a una Formaci&#243;n Discursiva Acad&#233;mica Tecnol&#243;gica Conservadora; por otro lado, los efectos de sentido de la receptividad / recepci&#243;n que traducen la aceptaci&#243;n de la herramienta en su dimensi&#243;n de evaluaci&#243;n, incluso, apuntando a una Formaci&#243;n Discursiva Acad&#233;mica Tecnol&#243;gica Transgresora.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ambiente Virtual de Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[PBworks]]></kwd>
<kwd lng="pt"><![CDATA[Análise de Discurso]]></kwd>
<kwd lng="en"><![CDATA[Virtual Learning Environment]]></kwd>
<kwd lng="en"><![CDATA[PBworks]]></kwd>
<kwd lng="en"><![CDATA[Discourse Analysis]]></kwd>
<kwd lng="es"><![CDATA[Ambiente Virtual de Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[PBworks]]></kwd>
<kwd lng="es"><![CDATA[Análisis de Discurso]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
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<volume>4</volume>
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</name>
</person-group>
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</name>
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<surname><![CDATA[AQUINO]]></surname>
<given-names><![CDATA[Israel da Silva]]></given-names>
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<article-title xml:lang="en"><![CDATA[Tecnologias de Informação e Comunicação (TIC), autoria colaborativa e produção de conhecimento no ensino superior]]></article-title>
<source><![CDATA[Reflexão e Ação]]></source>
<year></year>
<volume>21</volume>
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<surname><![CDATA[SANTOS]]></surname>
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</name>
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<article-title xml:lang="en"><![CDATA[A justiça social vai obrigar a que se comprometa com a justiça cognitiva (Entrevista)]]></article-title>
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</ref-list>
</back>
</article>
