<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012019000100200</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v40i1.34442</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Cultura digital e docência: possibilidades para a educação musical]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital culture and teaching: possibilities for music education]]></article-title>
<article-title xml:lang="es"><![CDATA[Cultura digital y docencia: posibilidades para la educación musical]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cuervo]]></surname>
<given-names><![CDATA[Luciane da Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Welch]]></surname>
<given-names><![CDATA[Graham Frederick]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maffioletti]]></surname>
<given-names><![CDATA[Leda de Albuquerque]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reategui]]></surname>
<given-names><![CDATA[Eliseo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul Instituto de Artes ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University College London  ]]></institution>
<addr-line><![CDATA[Londres ]]></addr-line>
<country>United Kingdom</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>41</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012019000100200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012019000100200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012019000100200&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Este artigo discute o modo como a Cultura Digital afeta a atuação docente na área da Educação Musical, problematizando o uso de recursos tecnológicos e seus desafios na prática pedagógica. A partir da reflexão sobre os conceitos de Musicalidade e Cultura Digital, o trabalho analisa um recorte sobre as transformações dos processos de aprendizagem e autoaprendizagem das práticas musicais subsidiadas pelas Novas Tecnologias Digitais (NTD) no contexto da Educação Musical. A metodologia foi constituída de revisão de literatura, questionário on-line e entrevista semiestruturada com músicos profissionais experientes, cujos dados coletados foram analisados na perspectiva quali-quantitativa. Os resultados demonstram que a Cultura Digital permeia as práticas pedagógicas do planejamento e pesquisa de materiais à implementação de recursos de aprendizagem e autoaprendizagem. A pesquisa aponta desafios da docência no campo da Educação Musical, considerando o descompasso constatado entre a fluência na Cultura Digital dos estudantes e as limitações materiais de infraestrutura, de conectividade e de formação inicial e continuada de professores. Defende que a Educação Musical se beneficia com o emprego das novas tecnologias digitais, porém exige uma mudança paradigmática ao entender o estudante como um ser integral e protagonista do processo educativo-musical, cuja bagagem tecnológica pode ser crucial no processo educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This article discusses how Digital Culture affects teachers&#8217; work in the field of &#8203;&#8203;Music Education, debating the use of technological resources and their challenges in pedagogical practice. Reflecting upon the concepts of Musicality and Digital Culture, the work analyzes a focus on the change in processes of learning and self-learning of music practices assisted by New Digital Technologies (NDT) in the context of Musical Education. The methodology consisted of literature review, on-line questionnaire, and semi-structured interviews with experienced professional musicians, and data were analyzed under the qualitative-quantitative perspective. The results demonstrate that the Digital Culture pervades pedagogical practices from planning and research of materials to implementation of learning and self-learning resources. The research points out challenges to teaching in the field of Music Education, considering the gap between students&#8217; fluency in the Digital Culture and the material limitations of infrastructure, connectivity, and initial and continuing teacher training. It is argued that Music Education benefits from new digital technologies but requires a paradigmatic change to understand students as whole beings and subjects of the musical-educational process, whose technological experience may be crucial in the educational process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. Este artículo discute el modo como la Cultura Digital afecta la actuación docente en el área de la Educación Musical, problematizando el uso de recursos tecnológicos y sus desafíos en la práctica pedagógica. A partir de la reflexión sobre los conceptos de Musicalidad y Cultura Digital, el artículo analiza un recorte sobre las transformaciones de los procesos de aprendizaje y autoaprendizaje de las prácticas musicales subsidiadas por las Nuevas Tecnologías Digitales (NTD) en el contexto de la Educación Musical. La metodología fue constituida de revisión de literatura, cuestionario en línea y entrevista semiestructurada con músicos profesionales experimentados, cuyos datos recolectados fueron analizados en la perspectiva cualitativa y cuantitativa. Los resultados demuestran que la Cultura Digital permea las prácticas pedagógicas de la planificación e investigación de materiales a la implementación de recursos de aprendizaje y autoaprendizaje. La investigación apunta desafíos de la docencia en el campo de la Educación Musical, considerando el descompaso constatado entre la fluidez en la Cultura Digital de los estudiantes y las limitaciones materiales de infraestructura, de conectividad y de formación inicial y continuada de profesores. Defiende que la Educación Musical se beneficia con el empleo de las nuevas tecnologías digitales, pero exige un cambio paradigmático al entender al estudiante como un ser integral y protagonista del proceso educativo-musical, cuyo equipaje tecnológico puede ser crucial en el proceso educativo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[musicalidade]]></kwd>
<kwd lng="pt"><![CDATA[informática educativa]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="en"><![CDATA[musicality]]></kwd>
<kwd lng="en"><![CDATA[computers in education]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="es"><![CDATA[musicalidad]]></kwd>
<kwd lng="es"><![CDATA[informática educativa]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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