<?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>1983-1730</journal-id>
<journal-title><![CDATA[Ensino em Re-Vista]]></journal-title>
<abbrev-journal-title><![CDATA[Ensino em Re-Vista]]></abbrev-journal-title>
<issn>1983-1730</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-17302022000100313</article-id>
<article-id pub-id-type="doi">10.14393/er-v29a2022-59</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação e Tecnologia: perspectivas para diálogos em torno da educação para a emancipação]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación y tecnología: perspectivas para diálogos sobre educación para la emancipación]]></article-title>
<article-title xml:lang="en"><![CDATA[Education and Technology: perspectives for dialogues on education for emancipation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Antônio Charles Santiago de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Basniak]]></surname>
<given-names><![CDATA[Maria Ivete]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vidal]]></surname>
<given-names><![CDATA[Rafael Gemin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Paraná  ]]></institution>
<addr-line><![CDATA[União da Vitória Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual do Paraná  ]]></institution>
<addr-line><![CDATA[União da Vitória Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Centro Universitário Vale do Iguaçu  ]]></institution>
<addr-line><![CDATA[União da Vitória Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302022000100313&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302022000100313&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302022000100313&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este ensaio teórico, alicerçado em Adorno (2010), Bourdieu (2014) e Vieira Pinto (2005), admite que educação, política e tecnologia possuem uma relação quase simbiótica. A partir desses três autores, é apresentada uma discussão teórica sobre como as tecnologias, neste contexto, podem contribuir para a emancipação política de indivíduos que, quase sempre, não dispõem de uma herança de cultura. Bourdieu (2014) apresenta-nos os impedimentos de assegurar uma educação que seja justa para todos, pois, para ele, a escola é o lugar da desigualdade social. Por outro lado, Adorno (2010) discute que é preciso formar para a emancipação política, ou seja, para evitar o barbarismo cotidiano. A partir desse contexto de reprodução das estruturas dominantes, bem como de formar indivíduos participantes críticos, e de acordo com Vieira Pinto (2005), defendemos a tese de que a apropriação da tecnologia pode configurar-se como instrumento de superação das desigualdades sociais e do encurtamento das distâncias entre os capitais de cultura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este ensayo teórico, basado en Adorno (2010), Bourdieu (2014) y Vieira Pinto (2005), admite que la educación, la política y la tecnología tienen una relación casi simbiótica. A partir de estos tres autores, se presenta una discusión teórica sobre cómo las tecnologías, en este contexto, pueden contribuir a la emancipación política de individuos que, casi siempre, no cuentan con un acervo cultural. Bourdieu (2014) nos presenta los impedimentos para garantizar una educación justa para todos, pues, para él, la escuela es el lugar de la desigualdad social. Por otro lado, Adorno (2010) sostiene que es necesario formarse para la emancipación política, es decir, para evitar la barbarie cotidiana. Desde este contexto de reproducción de las estructuras dominantes, además de formar actores críticos, y siguiendo a Vieira Pinto (2005), defendemos la tesis de que la apropiación de la tecnología puede configurarse como un instrumento para la superación de las desigualdades sociales y el acortamiento de las distancias entre las capitales de la cultura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Based on Adorno (2010), Bourdieu (2014) and Vieira Pinto (2005), understanding that education, politics and technology have an almost symbiotic relationship, we established a theoretical discussion on how technologies, in this context, can contribute to political emancipation of individuals, who frequently do not have a cultural heritage. Bourdieu (2014) presents us with the impediments of ensuring an education that is fair for everyone, because for him, the school is the place of social inequality. On the other hand, Adorno (2010) shows us that we need to train for political emancipation, that is, to avoid daily barbarism. In this context of reproduction of dominant structures, as well as of forming critical participant individuals, according to Vieira Pinto (2005), we defend the thesis that the appropriation of technology can be configured as an instrument to overcome social inequalities and to shorten distances between cultural capitals.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia]]></kwd>
<kwd lng="pt"><![CDATA[Emancipação]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Tecnología]]></kwd>
<kwd lng="es"><![CDATA[Emancipación]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Technology]]></kwd>
<kwd lng="en"><![CDATA[Emancipation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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