<?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>S0104-40362022000300620</article-id>
<article-id pub-id-type="doi">10.1590/s0104-403620220003002943</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A pesquisa brasileira em Educação sobre o uso das tecnologias no Ensino Médio no início do século XXI e seu distanciamento da construção da BNCC]]></article-title>
<article-title xml:lang="en"><![CDATA[Brazilian research in Education on the use of technologies in High School in the beginning of the 21st century and its distancing from BNCC construction]]></article-title>
<article-title xml:lang="es"><![CDATA[La investigación brasileña en educación sobre el uso de tecnologías en la escuela secundaria a princípios del siglo XXI y su distanciamiento de la construcción de BNCC]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes Junior]]></surname>
<given-names><![CDATA[Alvaro Martins]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Fernando José de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Siderly do Carmo Dahle de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário Internacional Uninter  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Centro Universitário Internacional Uninter  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2022</year>
</pub-date>
<volume>30</volume>
<numero>116</numero>
<fpage>620</fpage>
<lpage>643</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362022000300620&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362022000300620&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362022000300620&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esse estudo tem por objetivo &#8220;analisar de que maneira os conhecimentos produzidos pelas pesquisas nacionais fundamentam os argumentos para o uso de tecnologias digitais no Ensino Médio nas concepções teóricas da Base Nacional Comum Curricular&#8221;. A fundamentação teórica alicerça-se nos marcos legais que embasam a BNCC e os conceitos de pensamento computacional, de cultura digital e de mundo digital, estabelecendo as conexões entre esses temas. Foi realizado um estudo qualitativo em 295 teses e dissertações do século XXI e aplicadas as metodologias &#8220;Estado da Arte&#8221; como técnica para coleta de dados, e &#8220;Análise de Conteúdos&#8221; para a análise dos dados. Baseado no estudo, concluiu-se que, embora a Base deposite muitas expectativas com relação ao uso de tecnologias no Ensino Médio, ela não consegue transmitir isso explicitamente quando discorre sobre o assunto e, embora os jovens demandem uma escola mais moderna, não sabem reagir a atividades que demandem deles autonomia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aims to analyze how the knowledge produced by national researches support the arguments for the use of digital technologies in high school in the theoretical conceptions of the National Common Curricular Base (BNCC). The theoretical foundation is based on the legal frameworks that support the BNCC and the concepts of computational thinking, digital culture and digital world, establishing the connections between these themes. A qualitative study was carried out on 295 theses and dissertations of the 21st century and the following methodologies were applied: &#8220;State of the Art&#8221;, as a technique for data collection, and &#8220;Content Analysis&#8221; for data analysis. Based on the study, it was concluded that although the Base places many expectations regarding the use of technologies in High School, it cannot express this explicitly when deals with the subject and, although young people demand a more modern school, they don&#8217;t know how to react to activities that demand autonomy from them.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio tiene como objetivo &#8220;analizar cómo el conocimiento producido por la investigación nacional apoya los argumentos para el uso de las tecnologías digitales en el Bachillerato en las concepciones teóricas de la Base Nacional Común Curricular&#8221;. El fundamento teórico se sustenta en los marcos legales que sustentan el BNCC y los conceptos de pensamiento computacional, cultura digital y mundo digital, estableciendo las conexiones entre estos temas. Un estudio cualitativo se llevó a cabo en 295 tesis y disertaciones desde el siglo XXI y las metodologías &#8220;Estado del Arte&#8221; se aplicaron como técnica de recolección de datos, y &#8220;Análisis de contenido&#8221; para el análisis de datos. Con base en el estudio, se concluyó que, si bien la Base tiene muchas expectativas en cuanto al uso de tecnologías en la Escuela Secundaria, no es capaz de expresarlo explícitamente al hablar del tema y, aunque los jóvenes demandan una escuela más moderna, no saben cómo reaccionar ante actividades que les exigen autonomía.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Base Nacional Comum Curricular &#8211; BNCC]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Médio]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias na Educação]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[National Common Curricular Base &#8211; BNCC]]></kwd>
<kwd lng="en"><![CDATA[High School]]></kwd>
<kwd lng="en"><![CDATA[Technologies in Education]]></kwd>
<kwd lng="es"><![CDATA[Currículum]]></kwd>
<kwd lng="es"><![CDATA[Base Curricular Nacional Curricular &#8211; BNCC]]></kwd>
<kwd lng="es"><![CDATA[Escuela Secundaria]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías en la Educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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