<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD - Educ. Temat. Digit.]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922022000100032</article-id>
<article-id pub-id-type="doi">10.20396/etd.v24i1.8665894</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[LETRAMENTO MIDIÁTICO DE PROFESSORES E O ENSINO REMOTO EMERGENCIAL NA PANDEMIA DE COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHERS´S MEDIA LITERACY AND EMERGENCY REMOTE TEACHING IN THE COVID-19 PANDEMIC]]></article-title>
<article-title xml:lang="es"><![CDATA[ALFABETIZACIÓN MEDIÁTICA DE PROFESORES Y ENSEÑANZA REMOTA DE EMERGENCIA EN LA PANDEMIA COVID-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Milliet]]></surname>
<given-names><![CDATA[Joana Sobral]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Duarte]]></surname>
<given-names><![CDATA[Rosalia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[José Mauricio Avilla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A02">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio de Janeiro Universidade Federal do Estado do Rio de Janeiro ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A04">
<institution><![CDATA[,Universidade Católica do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>24</volume>
<numero>1</numero>
<fpage>32</fpage>
<lpage>52</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922022000100032&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922022000100032&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922022000100032&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Neste texto apresentamos resultados de uma pesquisa realizada em 2020 que, utilizando questionário on-line, buscou identificar a percepção de professores do ensino fundamental e médio que estavam realizando ensino remoto emergencial sobre suas habilidades de letramento midiático. Os dados obtidos no questionário foram submetidos a análises descritivas e ao teste qui-quadrado, com o objetivo de identificar possíveis associações entre diferentes variáveis. Entre os principais resultados, destacamos a elevada percepção de habilidades de letramento midiático por parte de professores, assim como o uso dessas habilidades na educação remota emergencial. Os testes indicaram associação entre o costume de propor práticas de letramento midiático na escola antes da pandemia e uma maior percepção e uso dessas habilidades por parte dos professores na educação remota. Foi identificada, também, entre os professores de escolas estaduais, uma baixa percepção de competência para a compreensão do uso que as big techs fazem de seus dados, indicando que podem estar vulneráveis aos grandes grupos privados que gerenciam essas plataformas e também pouco preparados para orientar seus alunos sobre o tema. Reafirmamos a necessidade de uma abordagem crítica para o letramento midiático, com foco não só no conhecimento sobre o uso dos dados dos usuários, mas também no funcionamento dos algoritmos, indispensável para compreender como opera o chamado capitalismo digital e para o exercício das práticas sociais de uso das mídias, especialmente neste momento, em que nos tornamos dependentes das tecnologias para estudo, trabalho e relações sociais, devido ao distanciamento físico imposto pela pandemia de Covid-19.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In this text, we present the results of a research conducted in 2020 that, using an online survey, sought to identify the perception of elementary and high school teachers, who were performing emergency remote teaching, about their media literacy skills. The data obtained in the questionnaire were subjected to descriptive analyzes and to chi-square test, in order to identify possible associations between different variables. Among the main results, we highlight the high perception of media literacy skills by teachers, as well as the use of these skills in emergency remote education. The tests indicated an association between the custom of proposing media literacy practices at school before the pandemic and a greater perception and use of these skills by teachers in remote education. It was also identified, among state school teachers, a low perception of competence to understand the use that big techs make of their data, indicating that they may be vulnerable to large private groups that manage these platforms and also poorly prepared to guide your students on the topic. We reaffirm the need for a critical approach to media literacy, focusing not only on knowledge about the use of user data, but also on the functioning of algorithms, which is essential for understanding how the so-called digital capitalism operates, and for the exercise of social practices of use of media, especially at a time when we&#8217;ve become dependent on technologies for study, work and social relationships due to the physical distance imposed by the Covid-19 pandemic.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este texto, presentamos los resultados de una investigación realizada en 2020 que, mediante un cuestionario en línea, buscó identificar la percepción de los docentes de primaria y secundaria que estaban realizando enseñanza remota de emergencia sobre sus habilidades de alfabetización mediática. Los datos obtenidos en el cuestionario fueron sometidos a análisis descriptivos y al test chi-cuadrado, con el objetivo de identificar posibles asociaciones entre diferentes variables. Entre los principales resultados, destacamos la alta percepción de las habilidades de alfabetización mediática por parte de los docentes, así como el uso de estas habilidades en la educación remota de emergencia. Las pruebas indicaron una asociación entre la costumbre de proponer prácticas de alfabetización mediática en la escuela antes de la pandemia y una mayor percepción y uso de estas habilidades por parte de los docentes en educación remota. También se identificó una baja percepción de competencia para comprender el uso que las big techs hacen de sus datos entre los docentes de las escuelas públicas, lo que indica que pueden ser vulnerables a los grandes grupos privados que manejan estas plataformas y además poco preparados para orientar a sus alumnos en el tema. Reafirmamos la necesidad de un enfoque crítico de la alfabetización mediática, centrándose no solo en el conocimiento sobre el uso de los datos de los usuarios, sino también en el funcionamiento de los algoritmos, que es fundamental para comprender cómo opera el llamado capitalismo digital y para el ejercicio de prácticas sociales de uso de los medios de comunicación, especialmente en un momento en el que nos volvemos dependientes de las tecnologías para el estudio, el trabajo y las relaciones sociales debido a la distancia física que impone la pandemia Covid-19.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Letramento midiático]]></kwd>
<kwd lng="pt"><![CDATA[Ensino remoto emergencial]]></kwd>
<kwd lng="pt"><![CDATA[Capitalismo digital]]></kwd>
<kwd lng="en"><![CDATA[Media literacy]]></kwd>
<kwd lng="en"><![CDATA[Emergency remote teaching]]></kwd>
<kwd lng="en"><![CDATA[Digital capitalism]]></kwd>
<kwd lng="es"><![CDATA[Alfabetización mediática]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza remota de emergencia]]></kwd>
<kwd lng="es"><![CDATA[Capitalismo digital]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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