<?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>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992020000100165</article-id>
<article-id pub-id-type="doi">10.14244/198271993753</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Sociedade Multitela e a Semiformação: um desafio ético de grande monta]]></article-title>
<article-title xml:lang="es"><![CDATA[La sociedad multitela y la semiformación: un desafío ético de gran proporción]]></article-title>
<article-title xml:lang="en"><![CDATA[Multiscreen society and the half-formation: a great proportion ethical challenge]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Marta Regina Furlan de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Agostini]]></surname>
<given-names><![CDATA[Nilo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina (UEL)  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade São Francisco (USF) Programa de Pós-graduação Stricto Sensu em Educação da USF (Universidade São Francisco), Campus Itatiba ]]></institution>
<addr-line><![CDATA[Itatiba SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>14</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992020000100165&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992020000100165&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992020000100165&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O substrato teórico, nesse texto, é refletir, urdidos pelos fundamentos da Teoria Crítica da Sociedade, acerca da semiformação (Halbbildung) na &#8220;sociedade multitela&#8221;, mediada pelas novas tecnologias. De modo particular, analisar sobre o processo formativo em meio ao cenário atual, marcado pela massificação da técnica e pelo embrutecimento do pensar crítico, afastando o pensamento crítico no que tange a formação humana e ética. A formação cultural ou a experiência formativa tem se conformado aos marcos do capitalismo tardio e do progresso técnico, que, de fato, são comandados pela racionalidade tecnológica, favorecendo, desse modo, o florescimento da semiformação. A metodologia, de cunho bibliográfico, ancora nossa reflexão em M. Horkheimer e T. W. Adorno, pensadores da primeira geração da Escola de Frankfurt, e de leituras secundárias. O foco de nossa pesquisa centra-se nas novas tecnologias desta &#8220;sociedade multitela&#8221;, que facilmente se entrega à tutela da razão instrumental e descamba na semiformação. Como resultado, uma possível saída está na formação e numa cultura (Bildung) capaz de uma autorreflexão crítica sobre a semiformação em que se converteu. O desafio ético posto é a necessidade da reflexão teórico-prática enquanto tomada de posição humana contra esse estado de barbárie, em favor do próprio ser humano, autônomo, livre, sujeito.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El sustrato teórico, en este texto, es el de reflexionar, urdidos por los fundamentos de la Teoría Crítica de la Sociedad, acerca de la semiformación (Halbbildung) en la "sociedad multitela", mediada por las nuevas tecnologías. De modo particular, nuestro propósito es el pensar sobre los impactos en el proceso formativo en medio del escenario actual marcado por la masificación de la técnica y el embrutecimiento del pensar, alejando el pensamiento crítico. La formación cultural o la experiencia formativa se han conformado a los marcos del capitalismo tardío y del progreso técnico que, de hecho, son comandados por la racionalidad tecnológica, favoreciendo así el florecimiento de la semiformación. La metodología, de cuño bibliográfico, ancla nuestra reflexión en M. Horkheimer y T. Adorno, pensadores de la primera generación de la Escuela de Francfort, y de lecturas secundarias. El foco de nuestra investigación se centra en las nuevas tecnologías de esta "sociedad multitela", que fácilmente se entrega a la tutela de la razón instrumental y descama en la semiformación. Una posible salida está en la formación, y en una cultura (Bildung) capaz de una autorreflexión crítica sobre la semiformación en que se ha convertido. El desafío ético puesto es la necesidad de la reflexión teórico-práctica en cuanto toma de posición humana contra ese estado de barbarie, en favor del propio ser humano, autónomo, libre, sujeto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The theoretical substrate in this text is to reflect, based on the foundations of the Critical Theory of Society, about the half-formation (Halbbildung) in a multiscreen society, and mediated by new technologies. Our intention is to think about the impacts on the formation process in the midst of the current scenario marked by the massification of technique and the brutalization of thought keeping at bay critical thinking. Cultural formation or formative experience has conformed to the frameworks of late capitalism and technical progress which, in fact, are commanded by technological rationality, thus favoring the flowering of half-formation. The methodology, of a bibliographical nature, grounds our reflection in M. Horkheimer and T. W. Adorno, thinkers of the first generation of the Frankfurt School, and secondary readings. The focus of our research is centered on the new technologies of this "multiscreen society", which easily surrenders to the tutelage of instrumental reason and drifts into half-formation. As a result, a possible way out is in training and a culture (Bildung) capable of critical self-reflection on the half-formation into which it has become. The ethical challenge posed is the need for theoretical and practical reflection as a human stand against this state of barbarism, in favor of the human being himself, autonomous, free, subject]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Semiformação]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia]]></kwd>
<kwd lng="pt"><![CDATA[Ética]]></kwd>
<kwd lng="pt"><![CDATA[Teoria Crítica.]]></kwd>
<kwd lng="es"><![CDATA[Semiformación]]></kwd>
<kwd lng="es"><![CDATA[Tecnología]]></kwd>
<kwd lng="es"><![CDATA[Ética]]></kwd>
<kwd lng="es"><![CDATA[Teoría Crítica.]]></kwd>
<kwd lng="en"><![CDATA[Half-formation]]></kwd>
<kwd lng="en"><![CDATA[Technology]]></kwd>
<kwd lng="en"><![CDATA[Ethics]]></kwd>
<kwd lng="en"><![CDATA[Critical Theory.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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