<?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>S1676-25922022000100151</article-id>
<article-id pub-id-type="doi">10.20396/etd.v24i1.8665923</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A FORMAÇÃO E O TRABALHO DOCENTE, AS TECNOLOGIAS MÓVEIS E A UNESCO]]></article-title>
<article-title xml:lang="en"><![CDATA[TRAINING AND TEACHING WORK, MOBILE TECHNOLOGIES AND UNESCO]]></article-title>
<article-title xml:lang="es"><![CDATA[LA FORMACIÓN Y EL TRABAJO DOCENTE, TECNOLOGÍAS MÓVILES Y LA UNESCO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendes]]></surname>
<given-names><![CDATA[Cláudio Lúcio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A03"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Evangelista]]></surname>
<given-names><![CDATA[Rui Maurício Fonseca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal de Lavras  ]]></institution>
<addr-line><![CDATA[Lavras MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Ouro Preto  ]]></institution>
<addr-line><![CDATA[Ouro Preto MG]]></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>151</fpage>
<lpage>170</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922022000100151&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922022000100151&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922022000100151&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Neste artigo, investiga-se como a formação e o trabalho docente são tratados nas recentes proposições da UNESCO sobre tecnologias e aprendizagens móveis. Discorre-se sobre alguns documentos publicados durante a pandemia de Covid-19, porém o foco das análises dá-se em documentos elaborados em 2012 e 2014. A investigação apoia-se teoricamente na noção de governamentalidade de Michel Foucault e nas discussões de Stephen Ball relacionadas a essa mesma noção no contexto do neoliberalismo contemporâneo. Analiticamente, descreve-se como a UNESCO propõe as tecnologias e as aprendizagens móveis como importantes ferramentas para transformar a educação, defendendo sua utilização na formação e no trabalho docentes, especialmente em países pobres e em desenvolvimento. A seguir, problematiza-se quem financia os documentos analisados, quais são os possíveis interesses dos financiadores e as questões de mercado as quais tal financiamento pode estar relacionado. Conclui-se apontando as proposições descritas como parte de mecanismos de controle da conduta a favor e fazendo parte de mentalidades contemporâneas pautadas no neoliberalismo de mercado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In this article, it investigates how training and teaching work are treated in UNESCO's proposals on mobile technology and learning. Some documents published during the Covid-19 pandemic are discussed, but the focus of the analysis is on documents prepared in 2012 and 2014. The research draws theoretically on Michel Foucault's perspective of governmentality and Stephen Ball's discussions related to this notion in the context of contemporary neoliberalism. Analytically, it describes how UNESCO proposes mobile technology and mobile learning as important tools to transform education, advocating their use in teacher training and work, especially in poor and developing countries. Next, we discuss who finances the documents analyzed, what are the possible interests of the financiers and the market issues to which such financing may be related. It concludes by pointing out the proposals described as part of conduct control mechanisms in favor and being part of contemporary mentalities based on market neoliberalism.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este artículo, se investiga cómo se abordan la formación y el trabajo docente en las propuestas de la UNESCO sobre tecnología móvil y aprendizaje móvil. Se discuten algunos documentos publicados durante la pandemia de Covid-19, pero el análisis se centra en los documentos preparados en 2012 y 2014. La investigación se basa teóricamente en la noción de gubernamentalidad de Michel Foucault y en las discusiones de Stephen Ball relacionadas con esta noción en el contexto del neoliberalismo contemporáneo. Analíticamente, describe cómo la UNESCO propone la tecnología móvil y el aprendizaje móvil como herramientas importantes para transformar la educación, abogando por su uso en la formación y el trabajo de los profesores, especialmente en los países pobres y en desarrollo. A continuación, se analiza quién financia los documentos analizados, cuáles son los posibles intereses de los financiadores y las cuestiones de mercado con las que puede estar relacionada dicha financiación. Concluye señalando las propuestas descritas como parte de los mecanismos de control de conducta a favor y como parte de las mentalidades contemporáneas basadas en el neoliberalismo de mercado.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[UNESCO]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho docente]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia móvel]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem móvel]]></kwd>
<kwd lng="en"><![CDATA[UNESCO]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Teaching work]]></kwd>
<kwd lng="en"><![CDATA[Mobile technology]]></kwd>
<kwd lng="en"><![CDATA[Mobile learning]]></kwd>
<kwd lng="es"><![CDATA[UNESCO]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Trabajo docente]]></kwd>
<kwd lng="es"><![CDATA[Tecnología móvil]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje móvil]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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