<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432025000200130</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2025.v34.n78.p130-150</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CULTURA DIGITAL NO CURRÍCULO DO ENSINO MÉDIO: DESAFIOS E PERCEPÇÕES NA IMPLEMENTAÇÃO]]></article-title>
<article-title xml:lang="en"><![CDATA[DIGITAL CULTURE IN THE HIGH SCHOOL CURRICULUM: CHALLENGES AND PERCEPTIONS IN IMPLEMENTATION]]></article-title>
<article-title xml:lang="es"><![CDATA[CULTURA DIGITAL EN EL CURRÍCULO DE LA EDUCACIÓN MEDIA: DESAFÍOS Y PERCEPCIONES EN LA IMPLEMENTACIÓN]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garbin]]></surname>
<given-names><![CDATA[Mônica Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Bruno de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<volume>34</volume>
<numero>78</numero>
<fpage>130</fpage>
<lpage>150</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432025000200130&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432025000200130&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432025000200130&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este trabalho analisa a percepção de agentes de gestão e de professores acerca da inclusão da cultura digital como disciplina no currículo do Ensino Médio de escolas públicas de um estado brasileiro. O objetivo é destacar os principais posicionamentos desses sujeitos acerca de como enxergam essa nova demanda curricular, como entendem a organização docente, bem como as dificuldades e necessidades percebidas para efetivar essa inserção. A análise de conteúdo, fundamentada nas teorias de Bardin e na perspectiva de Fiorin, permitiu identificar os principais temas e discursos presentes nas respostas. Como resultado, observamos a convergência no reconhecimento da escolarização do tema e a diferença entre o posicionamento de docentes, que destacam o seu próprio processo de aprendizagem em torno da cultura digital, e dos agentes de gestão, mais atentos às entregas concretas dos professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study analyzes the perceptions of school administrators and teachers regarding the inclusion of digital culture as a subject in the high school curriculum of public schools in a Brazilian state. The aim is to highlight the main perspectives of these individuals on this new curricular requirement, their understanding of instructional organization, and the challenges and needs identified for its effective implementation. Content analysis, grounded in Bardin&#8217;s theoretical framework and Fiorin&#8217;s perspective, allowed us to identify the main themes and discourses present in the responses. The findings reveal a convergence in recognizing the formal integration of digital culture into the school curriculum, as well as a contrast between the perspectives of teachers- who emphasize their own learning processes in relation to digital culture- and those of administrators, who are more focused on the tangible outcomes delivered by educators.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio analiza la percepción de agentes de gestión y profesores acerca de la inclusión de la cultura digital como disciplina en el currículo de la Educación Media de escuelas públicas de un estado brasileño. El objetivo es destacar las principales posturas de estos sujetos acerca de cómo ven esta nueva demanda curricular, cómo entienden la organización docente, así como las dificultades y necesidades percibidas para efectivizar esta inserción. El análisis de contenido, fundamentado en las teorías de Bardin y la perspectiva de Fiorin, permitió identificar los principales temas y discursos presentes en las respuestas. Como resultado, se observó una convergencia en el reconocimiento de la escolarización del tema y la diferencia entre la posición de los docentes, que destacan su propio proceso de aprendizaje en torno a la cultura digital, y los agentes de gestión, más atentos a las entregas concretas de los docentes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[cultura digital]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[currículo.]]></kwd>
<kwd lng="en"><![CDATA[digital culture]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="es"><![CDATA[cultura digital]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[currículo.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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