<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442022000100225</article-id>
<article-id pub-id-type="doi">10.5902/1984644443953</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Leitura e escrita na cultura digital]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading and writing in digital culture]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Conte]]></surname>
<given-names><![CDATA[Elaine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kobolt]]></surname>
<given-names><![CDATA[Maria Edilene de Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Habowski]]></surname>
<given-names><![CDATA[Adilson Cristiano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade La Salle  ]]></institution>
<addr-line><![CDATA[Canoas Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade La Salle  ]]></institution>
<addr-line><![CDATA[Canoas Rio Grande do Sul]]></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>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442022000100225&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442022000100225&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442022000100225&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O ensaio visa repensar o impacto que a cultura digital causa nos processos de leitura e escrita na educação, à luz dos novos dispositivos tecnológicos que são estratégicos à reprodução dos sistemas simbólicos. O debate imerso na teoria crítica da sociedade se soma ao itinerário hermenêutico para esboçar os sentidos desses mecanismos digitais no diálogo com a cultura contemporânea. Na cultura digital lidamos com bens não escassos que vão do lápis à tecla e do impresso à tela. O problema encontrado aqui gira em torno da intensa estimulação das tecnologias digitais, vistas como uma obrigação ou necessidade do uso das telas de computador ou celular para estudar, ler, escrever e atuar na vida cotidiana. Enfrentamos uma espécie de disputa de atenção entre o impresso e o digital. Entretanto, o que nos inquieta não é o uso dos instrumentos culturais em si, mas o processo de recepção do texto digital e impresso pelos sujeitos. Concluímos que a inclusão digital abre horizontes compreensivos do texto, com o ressurgimento de mundos ampliados pela abertura intersubjetiva, possibilitando à educação reconstruir o elo vital com as tradições culturais para recontextualizar as práticas educativas. Os textos digitais ou impressos só recebem significados na inter-relação crítica com as diferentes linguagens em metamorfose, na tensão linguístico-expressiva e social da escrita que só se realiza no projetar-se do encontro pedagógico com o outro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The essay aims to rethink the impact that digital culture has on reading and writing processes in education, in the light of new technological devices that are strategic to the reproduction of symbolic systems. The debate immersed in the critical theory of society adds to the hermeneutic itinerary to outline the meanings of these digital mechanisms in dialogue with contemporary culture. In digital culture we deal with non-scarce goods ranging from pencil to button and from printed to screen. The problem found here is based on intense expansion of digital technologies, almost an obligation or need to use computer or cell phone screens to study, read, write and act as teachers or students. We face daily the dispute of attention between the form and the digital. However, what worries us is not the use of cultural instruments and, yes, the process of receiving digital text and printed by the subjects. We conclude that digital inclusion opens up comprehensive horizons of the text, with the resurgence of worlds magnified by intersubjective openness, enabling education to reconstruct the vital link with cultural traditions to recontextualize educational practices. Digital or printed texts only receive meanings in the interrelationship, in the creation of metamorphoses, in the linguistic-expressive and social tension of writing that is only carried out in the project of the pedagogical encounter with the other.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Cultura Digital]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Instrumentos Culturais]]></kwd>
<kwd lng="pt"><![CDATA[Compreensão]]></kwd>
<kwd lng="en"><![CDATA[Digital Culture]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Cultural Instruments]]></kwd>
<kwd lng="en"><![CDATA[Understanding]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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