<?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>2238-121X</journal-id>
<journal-title><![CDATA[Comunicações]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Comunic.]]></abbrev-journal-title>
<issn>2238-121X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Metodista de Piracicaba]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-121X2015000300125</article-id>
<article-id pub-id-type="doi">10.15600/2238-121X/comunicacoes.v22n3p125-136</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[TECNOLOGIAS AUDIOVISUAIS E A BUSCA PELA ATENÇÃO DOS ALUNOS]]></article-title>
<article-title xml:lang="en"><![CDATA[Audiovisual technologies and the search for student&#8217;s attention]]></article-title>
<article-title xml:lang="es"><![CDATA[Tecnologias audiovisuales y la busca por la atención de los alumnos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CAMPOS]]></surname>
<given-names><![CDATA[LUÍS FERNANDO ALTENFELDER DE ARRUDA]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campos]]></surname>
<given-names><![CDATA[Nilce A. Silva de Arruda]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2015</year>
</pub-date>
<volume>22</volume>
<numero>3</numero>
<fpage>125</fpage>
<lpage>136</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-121X2015000300125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-121X2015000300125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-121X2015000300125&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este trabalho busca refletir, por meio de autores e de pressupostos te&#243;ricos da Teoria Cr&#237;tica da Sociedade, da Psican&#225;lise e Psicologia do Desenvolvimento, acerca das modifica&#231;&#245;es que o uso das tecnologias audiovisuais, utilizadas na educa&#231;&#227;o, tem no processo de ensino e aprendizagem. Assim, examina em que medida essas tecnologias, que simulam a habilidade humana de representar, sistematizar e organizar o conhecimento, afetam a experi&#234;ncia formativa e a capacidade de prestar aten&#231;&#227;o dos alunos. A partir de uma an&#225;lise de aspectos hist&#243;ricos da rela&#231;&#227;o entre tecnologia, pensamento e cultura, busca-se demonstrar que a atribui&#231;&#227;o do d&#233;ficit de aten&#231;&#227;o e a hiperatividade dos alunos, prioritariamente a causas biol&#243;gicas, acaba desconsiderando aspectos ontogen&#233;ticos e culturais. Entre esses aspectos, salientamos o fato de vivermos em uma &#8220;sociedade excitada&#8221;, regida pela l&#243;gica de mercado neoliberal, em que todos s&#227;o convocados a vender-se como &#8220;imagem&#8221;, produzindo est&#237;mulos que despertam o interesse uns dos outros. Com isso, a sociedade produz e exp&#245;e cada um a um turbilh&#227;o de est&#237;mulos/imagens para serem consumidos e descartados interruptamente. Esse fen&#244;meno, denominado por T&#252;rcke (2010) de &#8220;Distra&#231;&#227;o Concentrada&#8221;, pode ajudar a compreender a dificuldade de v&#225;rios estudantes em manter a aten&#231;&#227;o em uma &#250;nica atividade por muito tempo. A apresenta&#231;&#227;o constante de informa&#231;&#245;es audiovisuais, que buscam chamar cada vez mais a aten&#231;&#227;o dos indiv&#237;duos, diminui a capacidade dos mesmos de perceber detalhes e aprofundar o conhecimento sobre determinado conte&#250;do. Diante desses fatos, salienta-se a import&#226;ncia dos professores com seus alunos realizarem uma reflex&#227;o cr&#237;tica sobre o uso das tecnologias audiovisuais como um dos principais mediadores no processo ensino aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper seeks to reflect, by authors and theoretical assumptions of the Critical Theory of Society, Psychoanalysis and Development Psychology, about the modifications that the use of audiovisual technologies, utilized in education, has over the teaching and learning process. That way it examines the measure in which these technologies that simulate the human skills of representing, systematizing and organizing knowledge, affects the formative experience and the capacity of paying attention of the students. As from the analysis of the historical aspects of the relation between technology, thought and culture, it seeks to demonstrate that the attribution of the attention deficit and hyperactivity of the students, prioritarily the biological causes, end up disregarding the ontogenetic and cultural aspects. Between those aspects, we highlight the fact that we live in an &#8220;excited society&#8221;, governed by the neoliberal market logic in which all are recruited to sell themselves as &#8220;image&#8221; producing stimulus that wake the interest of each other. With this, the society produces and exposes each one to a maelstrom of stimulus/images to be consumed and discarded interruptedly. This phenomenon, as denominated by T&#252;rcke (2010) as &#8220;Concentrated Distraction&#8221; can help to comprehend the difficulty of many students of keeping their attention to only one activity for a long time. The constant presentation of audiovisual information that seeks to take each time more the individuals&#8217; attention diminishes their capacity of perceiving the details and deepen the knowledge of a determined subject. Before such facts, it should be noted the importance of teachers together with their students to realize a critical reflection over the use of audiovisual technologies as one of their main mediators of the education process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este trabajo busca reflexionar, por intermedio de autores y presupuestos te&#243;ricos de la Teor&#237;a Critica de la Sociedad, de la Psicoan&#225;lisis y Psicolog&#237;a del Desarrollo, sobre las modificaciones que el uso de las tecnolog&#237;as audiovisuales, utilizadas en la educaci&#243;n tiene sobre el proceso de ense&#241;anza-aprendizaje. De manera que examina en qu&#233; medida esas tecnolog&#237;as, que simulan la habilidad humana de representar, sistematizar y organizar el conocimiento, afectan la experiencia formativa y la capacidad de prestar atenci&#243;n de los alumnos. A partir del an&#225;lisis de aspectos hist&#243;ricos de la relaci&#243;n entre tecnolog&#237;a, pensamiento y cultura, se pretende demonstrar que la atribuci&#243;n del d&#233;ficit de atenci&#243;n y la hiperactividad de los alumnos, prioritariamente por causas biol&#243;gicas, acaba desconsiderando aspectos ontogen&#233;ticos y culturales. Entre esos aspectos, destacamos el hecho que vivimos en una &#8220;sociedad excitada&#8221;, regida por la l&#243;gica de mercado neoliberal en que todos son convocados a venderse como &#8220;imagen&#8221;, produciendo est&#237;mulos que despiertan el inter&#233;s mutuo. As&#237; pues la sociedad produce y expone cada uno a un torbellino de est&#237;mulos/im&#225;genes para ser consumidos y descartados sucesivamente. Ese fen&#243;meno, denominado por T&#252;rcke (2010) de &#8220;Distracci&#243;n Concentrada&#8221;, puede ayudar a comprender la dificultad de varios estudiantes en mantener la atenci&#243;n en una &#250;nica actividad por mucho tiempo. La presentaci&#243;n constante de informaciones audiovisuales, que buscan llamar cada vez m&#225;s la atenci&#243;n de los individuos, disminuye su capacidad en percibir detalles y profundizar el conocimiento sobre un determinado contenido. As&#237; pues ante esos hechos, resaltamos la importancia de los profesores juntamente con sus alumnos en realizar una reflexi&#243;n cr&#237;tica, sobre el uso de las tecnolog&#237;as audiovisuales, como uno de los principales mediadores en el proceso de ense&#241;anza-aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[TECNOLOGIAS AUDIOVISUAIS]]></kwd>
<kwd lng="pt"><![CDATA[DISTRAÇÃO CONCENTRADA]]></kwd>
<kwd lng="pt"><![CDATA[TEORIA CRÍTICA DA SOCIEDADE]]></kwd>
<kwd lng="en"><![CDATA[AUDIOVISUAL TECHNOLOGIES]]></kwd>
<kwd lng="en"><![CDATA[CONCENTRATED DISTRACTION]]></kwd>
<kwd lng="en"><![CDATA[CRITICAL THEORY OF SOCIETY]]></kwd>
<kwd lng="es"><![CDATA[TECNOLOGÍAS AUDIOVISUALES]]></kwd>
<kwd lng="es"><![CDATA[DISTRACCIÓN CONCENTRADA]]></kwd>
<kwd lng="es"><![CDATA[TEORÍA CRITICA DE LA SOCIEDAD]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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