<?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>2182-8474</journal-id>
<journal-title><![CDATA[Sisyphus - Journal of Education]]></journal-title>
<abbrev-journal-title><![CDATA[Sisyphus]]></abbrev-journal-title>
<issn>2182-8474</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educação da Universidade de Lisboa]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-84742022000200007</article-id>
<article-id pub-id-type="doi">10.25749/sis.25417</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Creation of Digital Educational Technologies by School Subjects: A Process of Emancipation]]></article-title>
<article-title xml:lang="pt"><![CDATA[Criação de Tecnologias Educacionais Digitais pelos Sujeitos da Escola: Um Processo de Emancipação]]></article-title>
<article-title xml:lang="es"><![CDATA[Creación de Tecnologías Educativas Digitales por los Sujetos Escolares: Un Proceso de Emancipación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espíndola]]></surname>
<given-names><![CDATA[Marina Bazzo de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cerny]]></surname>
<given-names><![CDATA[Rosely Zen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[Julia Maria Gerhardt da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soares Neto]]></surname>
<given-names><![CDATA[Francisco Fernandes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina Centro de Ciências da Educação Departamento de Metodologia de Ensino]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina Centro de Ciências da Educação Departamento de Estudos Especializados em Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Secretaria de Educação do Estado de Santa Catarina Escola Básica Getúlio Vargas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de Santa Catarina Centro de Ciências da Educação Pós-graduaçao em Educação Científica e Tecnológica]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>10</volume>
<numero>1</numero>
<fpage>7</fpage>
<lpage>21</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-84742022000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-84742022000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-84742022000200007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyses whether, and how, the creation of digital technologies by basic education teachers subsidizes the process of critical appropriation of digital technologies towards their professional emancipation. The research is based on materials produced during meetings with teachers from three schools. The content analysis resulted in the emergence of the following categories: 1 - lack of autonomy in relation to educational technologies; 2 - development of a critical perspective of technologies; and 3 - paths for critical integration of technology in the school - which resulted in two subcategories: 3.1 - Critical adaptation of technologies; and 3.2 - Creation of new technologies in alignment with school needs. It becomes clear that the school is a privileged space for the production of educational technologies based on the real needs of its actors, to contribute to overcoming historical challenges and the effective transformation of contemporary education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo analisa se, e como, a criação e o desenvolvimento de tecnologias digitais por professores da educação básica subsidiam o processo de apropriação crítica das tecnologias no sentido de sua emancipação como docente. A pesquisa parte de materiais produzidos em encontros com professores de três escolas públicas. A análise de conteúdo resultou na emersão das categorias: 1 - falta de autonomia em relação às tecnologias 2 - desenvolvimento de uma perspectiva crítica de tecnologias; e 3 - caminhos para integração crítica de tecnologia na escola - que resultaram em duas subcategorias: 3.1 - Adaptação crítica de tecnologias; e, 3.2 - Criação de novas tecnologias a partir do currículo da escola. Evidencia-se que a escola se mostra como um espaço privilegiado para a produção de tecnologias educacionais que partam das necessidades reais dos seus sujeitos, para contribuir com a superação dos desafios históricos e a transformação efetiva da educação contemporânea.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza si, y cómo, el desarrollo de tecnologías digitales por maestros de educación básica subsidian la apropiación crítica de las tecnologías y su emancipación como docentes. La investigación utiliza materiales producidos en encuentros con maestros de tres escuelas. El análisis de contenido resultó en la aparición de tres categorías: 1 - falta de autonomía en relación con las tecnologías 2 - desarrollo de una perspectiva crítica de las tecnologías; y 3 - formas para la integración crítica de la tecnología en la escuela - que resultó en dos subcategorías: 3.1 - Adaptación crítica de tecnologías; y, 3.2 - Creación de nuevas tecnologías basadas en el currículo escolar. Es evidente que la escuela se muestra como un espacio privilegiado para la producción de tecnologías educativas que parten de las necesidades reales de sus asignaturas, para contribuir a superar los desafíos históricos y la transformación efectiva de la educación contemporánea.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[teacher participation]]></kwd>
<kwd lng="en"><![CDATA[teaching practice]]></kwd>
<kwd lng="en"><![CDATA[critical thinking]]></kwd>
<kwd lng="en"><![CDATA[curriculum design]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia educacional]]></kwd>
<kwd lng="pt"><![CDATA[participação dos professores]]></kwd>
<kwd lng="pt"><![CDATA[prática docente]]></kwd>
<kwd lng="pt"><![CDATA[pensamento crítico]]></kwd>
<kwd lng="pt"><![CDATA[design de currículo]]></kwd>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="es"><![CDATA[participación docente]]></kwd>
<kwd lng="es"><![CDATA[práctica docente]]></kwd>
<kwd lng="es"><![CDATA[pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[diseño de curriculum]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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