<?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>S1982-71992020000100316</article-id>
<article-id pub-id-type="doi">10.14244/198271993833</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As perspectivas de tecnologia dos educadores em formação: valores em disputa]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers&#8217; approaches of technology: values under discussion]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espíndola]]></surname>
<given-names><![CDATA[Marina Bazzo de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cerny]]></surname>
<given-names><![CDATA[Rosely Zen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Xavier]]></surname>
<given-names><![CDATA[Rachel Seixas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina (UFSC) Departamento de Metodologia de Ensino Centro de Ciências da Educação]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina (UFSC) Departamento de Estudos Especializados em Educação Programa de Pós-graduação em Educação]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Santa Catarina (UFSC)  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></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=S1982-71992020000100316&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992020000100316&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992020000100316&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O estudo aqui apresentado tem como objetivo analisar os valores atribuídos às tecnologias digitais na prática educativa, a partir da pesquisa nas produções das Narrativas Digitais realizadas no Curso de Especialização Educação na Cultura Digital por educadores da rede pública de Santa Catarina (SC). A partir dos trabalhos de Feenberg (2013) e Selwyn (2011; 2014) acerca da Teoria Crítica da Tecnologia e das ideologias da Tecnologia Educacional, buscou-se, por meio da análise de conteúdo (BARDIN, 1977), identificar quais os valores atribuídos às TDIC nas narrativas digitais produzidas pelos educadores em formação. Os resultados mostram que, neste processo de reflexão, os valores atribuídos pelos professores as TDIC nas práticas pedagógicas, são, em geral, contraditórios, mas podem ser categorizados em duas perspectivas principais: a de 1) Tecnologia como Eficácia e Progresso e 2) Tecnologia como Possibilidade Democrática e Ressignificação das Práticas Educativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Based on the works of Feenberg (2013) and Selwyn (2011; 2014) about the Critical Theory of Technology and the Ideologies of Educational Technology, the aim of this study is to analyse the values of technologies assigned by teachers in the context of in service training. For this, some of their production during the Education in the Digital Culture Latu sensu course was object of a content analyses (BARDIN, 1977). The results show the most prominent values assigned by those teachers towards technology are: 1) Technology as Progress and Efficiency and 2) Technology as Democratic Possibility and Redesign of Education Practices.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tecnologia]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Valores]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores.]]></kwd>
<kwd lng="en"><![CDATA[Technology]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Values]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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