<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2019000300932</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.19.062.ds01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Por que Black Mirror dá muito o que pensar?]]></article-title>
<article-title xml:lang="en"><![CDATA[Why Black Mirror gives so much to think about?]]></article-title>
<article-title xml:lang="es"><![CDATA[¿Por qué Black Mirror da tanto en qué pensar?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santaella]]></surname>
<given-names><![CDATA[Lucia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gabriel]]></surname>
<given-names><![CDATA[Martha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>19</volume>
<numero>62</numero>
<fpage>932</fpage>
<lpage>947</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2019000300932&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2019000300932&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2019000300932&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Já na sua primeira temporada, a série Black Mirror ganhou grande popularidade. As razões para isso são muitas. Entre elas, vale a pena destacar a maneira distópica com que a narrativa desenvolve as questões relativas ao futuro das tecnologias a partir de sinais que já se deixam ver no presente. Para isso, os episódios fazem uso da hipérbole, ou seja, o exagero no tratamento dos temas escolhidos. A internet está repleta de sites e blogs que comentam e buscam as interpretações mais justas para cada um dos episódios que muitas vezes se engendram de maneira bastante engenhosa. O objetivo deste artigo é comparar a exacerbação a que a série conduz os temas tratados com a estratégia composicional dos contos de terror de Edgar Allan Poe. Com isso, pretende-se evidenciar um dos pontos mais fundamentais da montagem narrativa da série de modo a subsidiar sua utilização em contextos educacionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Already in its first season, the Black Mirror series gained great popularity. The reasons for this are many. Among them, it is worth highlighting the dystopian way in which the narrative develops the questions related to the future of technologies from signs that are already visible in the present. For this, the episodes make use of hyperbole, that is, the exaggeration in the treatment of the chosen themes. The internet is full of websites and blogs that comment on and seek the fairest interpretations for each of the episodes that are often ingeniously engendered. The aim of this paper is to compare the exacerbation of the series&#8217; themes with the compositional strategy of Edgar Allan Poe's horror tales. The intention is to highlight one of the most fundamental characteristics of the series narrative montage in order to subsidize its use in educational contexts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Résumen Ya en su primera temporada, la serie Black Mirror ganó gran popularidad. Las razones para esto son muchas. Entre ellas, vale la pena destacar la forma distópica en que la narración desarrolla las preguntas relacionadas con el futuro de las tecnologías a partir de signos que ya son visibles en el presente. Para esto, los episodios hacen uso de la hipérbole, es decir, la exageración en el tratamiento de los temas elegidos. Internet está llena de sitios web y blogs que comentan y buscan las interpretaciones más justas para cada uno de los episodios que a menudo se engendran ingeniosamente. El objetivo de este artículo es comparar la exacerbación de los temas en la serie con la estrategia de composición de los cuentos de terror de Edgar Allan Poe. Por lo tanto, se pretende resaltar uno de los puntos más fundamentales del montaje narrativo de la serie para subsidiar su uso en contextos educativos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Distopia]]></kwd>
<kwd lng="pt"><![CDATA[Hipérbole]]></kwd>
<kwd lng="pt"><![CDATA[Montagem]]></kwd>
<kwd lng="pt"><![CDATA[Terror]]></kwd>
<kwd lng="pt"><![CDATA[Uso educacional]]></kwd>
<kwd lng="en"><![CDATA[Dystopia]]></kwd>
<kwd lng="en"><![CDATA[Hyperbole]]></kwd>
<kwd lng="en"><![CDATA[Montage]]></kwd>
<kwd lng="en"><![CDATA[Terror]]></kwd>
<kwd lng="en"><![CDATA[Educational use]]></kwd>
<kwd lng="es"><![CDATA[Distopia]]></kwd>
<kwd lng="es"><![CDATA[Hipérbole]]></kwd>
<kwd lng="es"><![CDATA[Montaje]]></kwd>
<kwd lng="es"><![CDATA[Terror]]></kwd>
<kwd lng="es"><![CDATA[Uso educacional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</back>
</article>
