<?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>0871-9187</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Port. de Educação]]></abbrev-journal-title>
<issn>0871-9187</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigação em Educação. Instituto de Educação da Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0871-91872022000200003</article-id>
<article-id pub-id-type="doi">10.21814/rpe.19570</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Dos cadernos amarelos aos arquivos infinitos: Metamorfoses do trabalho docente na cultura digital]]></article-title>
<article-title xml:lang="es"><![CDATA[De los cuadernos amarillos a los archivos infinitos: Metamorfosis del trabajo docente en la cultura digital]]></article-title>
<article-title xml:lang="en"><![CDATA[From yellow notebooks to infinite files: Metamorphoses of teaching work in digital culture]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves de Oliveira]]></surname>
<given-names><![CDATA[Evandro Salvador]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cecílio]]></surname>
<given-names><![CDATA[Sálua]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário de Mineiros (UNIFIMES)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Uberaba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>35</volume>
<numero>2</numero>
<fpage>42</fpage>
<lpage>60</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872022000200003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872022000200003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872022000200003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo política O mundo do trabalho tem sido significativamente reorganizado na cultura do capitalismo global e flexível e vem requerendo um novo perfil de trabalhador. Assim, também o trabalho docente tem sido modificado em razão das metamorfoses simultâneas ocorridas a partir dos constantes movimentos no âmbito da economia, educação, política, e até mesmo em função da cultura digital, que afetam a vida e a profissão dos professores. Dado esse novo panorama social e cultural, aqui objetiva-se discutir aspectos que envolvem a transição &#8220;dos cadernos amarelos aos arquivos infinitos&#8221;, propiciada, sobretudo, pela cultura digital e seu potencial de mudança no trabalho docente. O foco é compreender as principais mudanças ocorridas no trabalho de um grupo de docentes do ensino superior de um Centro Universitário do interior de Goiás, Brasil. Participaram da pesquisa de campo, como entrevistados, 15 docentes. Os resultados obtidos foram submetidos a análise de conteúdo temática para a organização e tratamento das informações. Entre as principais conclusões, tem-se que as tecnologias digitais interferem nos processos, natureza, dimensões e desenvolvimento do trabalho docente no ensino superior, provavelmente pelo fato de elas não se caracterizarem como aspectos invisíveis no processo de trabalho na cultura digital.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The world of work has been significantly reorganized in the culture of global capitalism and has required a new worker profile. Thus, the teaching work has also been modified due to the simultaneous metamorphoses that occurred from the constant movements in the scope of economics, education, politics, and even due to the digital culture, which affect the lifes and the profession of teachers. Given this new social and cultural panorama, the aim here is to discuss aspects that involve the transition &#8220;from yellow notebooks to infinite archives&#8221;, brought about, above all, by digital culture and its potential for change in teaching work. The focus is to understand the main changes that occurred in the work of a group of higher education teachers at a University Center in the interior of Goiás, Brazil. A total of 15 teachers were interviewed. The results obtained were submitted to thematic content analysis for the organization and treatment of information. Among the main conclusions, there is that digital technologies interfere in the processes, nature, dimensions and development of teaching work in higher education, probably because they are not characterized as invisible aspects in the work process in digital culture.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen la El mundo del trabajo se ha reorganizado significativamente en la cultura del capitalismo global y flexible y ha requerido un nuevo perfil de trabajadores. Por lo tanto, el trabajo docente también se ha modificado debido a las metamorfosis simultáneas que se produjeron a partir de los constantes movimientos en el ámbito de la economía, la educación, la política, e incluso debido a la cultura digital, que afectan la vida y la profesión de los docentes. Ante este nuevo panorama social y cultural, nuestro objetivo es discutir aspectos que implican la transición &#8220;de los cuadernos amarillos a los archivos infinitos&#8221;, proporcionada, sobre todo, por la cultura digital y su potencial de cambio en el trabajo docente. El objetivo es comprender los principales cambios que ocurrieron en el trabajo de un grupo de docentes de educación superior de un Centro Universitario en el interior de Goiás, Brasil. Participaron en la investigación de campo, como entrevistados, 15 docentes. Los resultados obtenidos se sometieron al análisis de contenido temático para la organización y el tratamiento de la información. Entre las principales conclusiones, se encuentra que las tecnologías digitales interfieren en los procesos, la naturaleza, las dimensiones y el desarrollo del trabajo docente en la educación superior, probablemente porque no se caracterizan como aspectos invisibles en el proceso de trabajo en la cultura digital.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias digitais]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho docente]]></kwd>
<kwd lng="pt"><![CDATA[Metamorfoses]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Digital technologies]]></kwd>
<kwd lng="en"><![CDATA[Teaching work]]></kwd>
<kwd lng="en"><![CDATA[Metamorphoses]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías digitales]]></kwd>
<kwd lng="es"><![CDATA[Trabajo docente]]></kwd>
<kwd lng="es"><![CDATA[Metamorfosis]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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