<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022015000200527</article-id>
<article-id pub-id-type="doi">10.1590/S1517-97022015041662</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Empresa HD, aluno monitor: a Microsoft e a construção da crença nas tecnologias]]></article-title>
<article-title xml:lang="en"><![CDATA[HD company, monitor student: Microsoft and the construction of belief in technologies]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prazeres]]></surname>
<given-names><![CDATA[Michelle]]></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[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<volume>41</volume>
<numero>2</numero>
<fpage>527</fpage>
<lpage>542</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022015000200527&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022015000200527&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022015000200527&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Existe um consenso de que as tecnologias digitais podem incidir na melhoria da qualidade da educa&#231;&#227;o. Articulado por m&#250;ltiplos campos sociais interessados na rela&#231;&#227;o entre educa&#231;&#227;o e tecnologias, um universo simb&#243;lico de valores (em geral, positivos) relacionados aos aparatos digitais se converte em repert&#243;rio que consagra esse consenso e o transforma em uma esp&#233;cie de mito, uma cren&#231;a. Esse mito circula por diversos espa&#231;os sociais, formando uma ambi&#234;ncia favor&#225;vel &#224;s tecnologias, que envolve o campo educacional (em inter-rela&#231;&#227;o com outros campos sociais) e pressiona a escola pela moderniza&#231;&#227;o a partir da ades&#227;o &#224;s tecnologias. Este artigo tem como objetivo promover uma reflex&#227;o acerca da contribui&#231;&#227;o do campo empresarial para a conforma&#231;&#227;o dessa ambi&#234;ncia favor&#225;vel &#224; moderniza&#231;&#227;o, a partir da an&#225;lise do repert&#243;rio produzido e difundido pela multinacional Microsoft acerca do uso das tecnologias na educa&#231;&#227;o. Esse repert&#243;rio est&#225; registrado em relat&#243;rios corporativos que foram analisados para entender de que modo representam: (1) o impacto das tecnologias na educa&#231;&#227;o; o modo como a educa&#231;&#227;o adere &#224;s (2) tend&#234;ncias tecnol&#243;gicas; e (3) os efeitos e potenciais das linguagens tecnol&#243;gicas em espa&#231;os educativos. Entende-se que a empresa pretende ter uma a&#231;&#227;o totalizante relacionada &#224; educa&#231;&#227;o, prescrevendo o uso das tecnologias em materiais institucionais, incidindo na m&#237;dia e na universidade e atuando em parceria com governos para a ado&#231;&#227;o de seus equipamentos, produtos e programas. Com base nos relat&#243;rios institucionais, investiga-se o corpo simb&#243;lico produzido pela Microsoft, que integra e refor&#231;a uma rede em prol das tecnologias, composta tamb&#233;m por outros campos sociais interessados na moderniza&#231;&#227;o da educa&#231;&#227;o, a exemplo do poder p&#250;blico, da m&#237;dia e da universidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[There is a consensus that digital technologies are able to positively change the quality of education. Through the articulation of multiple social fields interested in the relationship between education and technologies, a symbolic universe of (usually positive) values related to digital devices is converted into a repertoire which enshrines this consensus and turns it into a kind of myth, a belief. This myth is spread over several social spaces and it shapes a favorable environment for technologies, which involves the field of education (in an interrelation with other social fields) and puts pressure on schools for modernization through the adoption of technologies. This article aims to reflect on the contribution of the corporate field for the shaping of this favorable environment for modernization, based on the analysis of the repertoire created and disseminated by Microsoft regarding the use of technologies in education. This repertoire is registered in corporate reports, which have been analyzed in order to understand how they represent (1) the impact of technologies on education; the way education embraces (2) technological trends; and (3) the effects and potential of technological languages in education spaces. It is understood that the company intends to have an all-encompassing action towards education, prescribing the use of technologies in institutional material, focusing on the media and universities, and working in partnership with the government for the adoption of their equipment, products and software. Based on institutional reports, we examine the symbolic material produced by Microsoft, with comprises and strengthens a network in favor of technologies, also formed by other social fields interested in modernizing education, such as the government, the media and universities.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias]]></kwd>
<kwd lng="pt"><![CDATA[Socialização]]></kwd>
<kwd lng="pt"><![CDATA[Cibercultura]]></kwd>
<kwd lng="pt"><![CDATA[Microsoft]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Technologies]]></kwd>
<kwd lng="en"><![CDATA[Socialization]]></kwd>
<kwd lng="en"><![CDATA[Cyberculture]]></kwd>
<kwd lng="en"><![CDATA[Microsoft]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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