<?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>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142011000300011</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Que pobreza?! Educação e tecnologias: leituras]]></article-title>
<article-title xml:lang="en"><![CDATA[“What a shame?!” Education and technologies: readings]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barreto]]></surname>
<given-names><![CDATA[Raquel Goulart]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A11">
<institution><![CDATA[,UERJ  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<volume>11</volume>
<numero>03</numero>
<fpage>349</fpage>
<lpage>359</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142011000300011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142011000300011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142011000300011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este texto discute os modos pelos quais as tecnologias da informação e da comunicação (TIC) têm sido recontextualizadas nas políticas e nas práticas educacionais, especialmente no que se refere aos “pobres” nos países periféricos. Por meio de uma análise crítica de discurso, visa captar as relações dialéticas entre a dimensão simbólica e a material, mediada pela imaginária. Inclui, também, pistas para redimensionar a leitura e as outras práticas de linguagem desenvolvidas nas salas de aula, no sentido de superar a perspectiva hegemônica da substituição tecnológica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper examines how Information and Communication Technologies (ICT) have been recontextualized in educational policies and practices, especially in relation to the “poor” in developing countries. By means of a critical discourse analysis, it investigates the dialectical relationships between the symbolic and material dimensions, mediated by the imaginary dimension. It also provides some clues to reading and other classroom practices, as a move towards overcoming the hegemonic perspective of technological substitution.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tecnologias]]></kwd>
<kwd lng="pt"><![CDATA[Discurso Pedagógico]]></kwd>
<kwd lng="pt"><![CDATA[Políticas e Práticas]]></kwd>
<kwd lng="en"><![CDATA[Technologies]]></kwd>
<kwd lng="en"><![CDATA[Pedagogic Discourse]]></kwd>
<kwd lng="en"><![CDATA[Policies]]></kwd>
<kwd lng="en"><![CDATA[Practices]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>&ldquo;Que pobreza?!&rdquo; Educa&ccedil;&atilde;o e tecnologias:  leituras.</h2> <h3>&ldquo;What a shame?!&rdquo; Education and technologies: readings.</h3>     <p>&nbsp;</p> <h4>Raquel Goulart Barreto    <br> </h4> </font>      ]]></body><back>
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