<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762024000100243</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2024v22e53506</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Culturas digitais e atos de currículo na formação docente em tempos de fake news]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital cultures and curriculum acts in teaching education in fake news times]]></article-title>
<article-title xml:lang="es"><![CDATA[Culturas digitales y actos curriculares en la enseñanza de la formación en falsos tiempos de noticias]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Bruna Santana de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lucena]]></surname>
<given-names><![CDATA[Simone]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Sergipe Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>22</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762024000100243&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762024000100243&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762024000100243&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como objetivo apresentar uma experiência cocriada com os discentes de Pedagogia da Universidade Federal de Sergipe sobre fake news, pós-verdade e vigilância nas redes com um olhar para as performances (des)informais atravessadas no cenário político, econômico e social no Brasil. Para tanto, as aulas foram pautadas no referencial abordado nesse estudo, dentre alguns deles estão: Bonilla (1999), Castells (1999), Freire (1999), Lévy (1993), Lucena e Oliveira (2014), Pretto (1996), Primo (2007), Santaella (2018), Silveira (2017) etc. De modo geral, os resultados mostraram que os discentes possuíam os dispositivos móveis digitais, mas desconheciam o processo de disseminação de notícias falsas, por isso, as aulas sobre esse conteúdo foram uma oportunidade de conscientizar formas de fazer a educação crítica voltada para o combate das ambivalências manifestadas no digital em rede.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to present a co-created experience with pre-service teachers from a public university on fake news, post-truth and surveillance in social networks examining uninformative performances in the political, economic and social scenario in Brazil. Therefore, lessons were based on the research of: Bonilla (1999), Castells (1999), Freire (1999), Lévy (1993), Lucena e Oliveira (2014), Pretto (1996), Primo (2007), Santaella (2018), Silveira (2017) etc. Overall, results showed that pre-service teachers had mobile devices, however, they were unaware of fake news dissemination procedure. Due to this, those lessons were an opportunity to raise awareness of different ways of building critical education which fights against existing ambivalence on digital techonology networks.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo presentar una experiencia co-creada con estudiantes de Pedagogía de la Universidad Federal de Sergipe sobre noticias falsas, posverdad y vigilancia en las redes con una mirada a las actuaciones (des)informales cruzadas en el escenario político, económico y social. en Brasil. Para ello, las clases fueron guiadas por el marco abordado en este estudio, entre algunos de ellos se encuentran: Bonilla (1999), Castells (1999), Freire (1999), Lévy (1993), Lucena e Oliveira (2014), Pretto (1996), Primo (2007), Santaella (2018), Silveira (2017) etc. En general, los resultados mostraron que los estudiantes tenían dispositivos móviles digitales, pero desconocían el proceso de difusión de noticias falsas, por lo que las clases sobre este contenido fueron una oportunidad para sensibilizar sobre formas de llevar a cabo una educación crítica dirigida a combatir las ambivalencias manifestadas en lo digital en red.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[atos de currículo]]></kwd>
<kwd lng="pt"><![CDATA[culturas digitais]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="en"><![CDATA[curriculum acts]]></kwd>
<kwd lng="en"><![CDATA[digital cultures]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="es"><![CDATA[actos curriculares]]></kwd>
<kwd lng="es"><![CDATA[culturas digitales]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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