<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362019000300521</article-id>
<article-id pub-id-type="doi">10.1590/s0104-40362019002701360</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Las Educadoras y Educadores Sociales ante la Sociedad red]]></article-title>
<article-title xml:lang="pt"><![CDATA[As Educadoras e os Educadores Sociais perante a Sociedade rede]]></article-title>
<article-title xml:lang="en"><![CDATA[Social Educators and the Networked Society]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[Marcos Cabezas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martín]]></surname>
<given-names><![CDATA[Sonia Casillas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Salamanca  ]]></institution>
<addr-line><![CDATA[Salamanca ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Salamanca  ]]></institution>
<addr-line><![CDATA[Salamanca ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>27</volume>
<numero>104</numero>
<fpage>521</fpage>
<lpage>542</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362019000300521&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362019000300521&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362019000300521&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta los resultados de una investigación cuyo propósito es el de identificar el grado de competencia digital autopercibido por los futuros Educadores Sociales, centrándose en las dimensiones de conocimiento, manejo, actitud hacia las TIC y en la variable de género, como base fundamental para el desarrollo profesional de los mismos en la Sociedad red. La metodología utilizada se incluye dentro de las denominadas ex-post-facto, es de tipo cuantitativo y se utilizó la técnica del cuestionario online para la recogida de la información. Los análisis llevados a cabo fueron de tipo descriptivo, inferencial y correlacional. Con los resultados obtenidos, podemos concluir que las Educadoras y los Educadores Sociales no están preparados para educar en la Sociedad red.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta os resultados duma investigação cuja intencão é a de identificar o grau de competência digital autopercebida pelos futuros Educadores Sociais, centrándose nas dimensões de conhecimento, manejo, atitude para as TIC e na variável de género, como base fundamental para o desnvolvimento profissional deles e delas na Sociedade rede. A metodologia empregada inclui-se dentro das denominadas ex-post-facto, é de tipo quantitativo e utilizou-se a técnica do questionário on-line para a colheita da informação. As análises levadas a cabo foram de tipo descritivo, inferêncial e correlacional. Com os resultados obtidos, podemos concluir que as Educadoras e os Educadores Sociais não estam preparados para educar na Sociedade rede.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents the results of a research study aimed at identifying the degree of self-perceived digital competence of future Social Educators, focusing on the dimensions of their knowledge, use, and attitudes towards ICTs, and on the gender variable, considered a fundamental basis for their professional development in a networked society. The methodology used was quantitative ex-post-facto, with an online questionnaire to collect the data. Descriptive, inferential and correlational analyses were carried out. Results show that neither male nor female Social Educators are prepared to teach in a networked society.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Sociedad red]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías de la Información y la Comunicación]]></kwd>
<kwd lng="es"><![CDATA[Competencia digital]]></kwd>
<kwd lng="es"><![CDATA[Educación Social]]></kwd>
<kwd lng="pt"><![CDATA[Sociedade rede]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias da Informação e a Comunicação]]></kwd>
<kwd lng="pt"><![CDATA[Competência digital]]></kwd>
<kwd lng="pt"><![CDATA[Educação Social]]></kwd>
<kwd lng="en"><![CDATA[Networked Society]]></kwd>
<kwd lng="en"><![CDATA[Information and Communication Technologies]]></kwd>
<kwd lng="en"><![CDATA[Digital competence]]></kwd>
<kwd lng="en"><![CDATA[Social Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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