<?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>1390-8642</journal-id>
<journal-title><![CDATA[ALTERIDAD.Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Alteridad]]></abbrev-journal-title>
<issn>1390-8642</issn>
<publisher>
<publisher-name><![CDATA[Universidad Politécnica Salesiana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1390-86422019000100012</article-id>
<article-id pub-id-type="doi">10.17163/alt.v14n1.2019.01</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Significado que los docentes le dan a la integración de tecnologías digitales en sus prácticas pedagógicas]]></article-title>
<article-title xml:lang="en"><![CDATA[The meaning that teachers give to the integration of digital technologies in their teaching practices]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[de Lima]]></surname>
<given-names><![CDATA[Marcio Roberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira de Andrade]]></surname>
<given-names><![CDATA[Isadora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Federal de São João del-Rei  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Federal de São João del-Rei  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<volume>14</volume>
<numero>1</numero>
<fpage>12</fpage>
<lpage>25</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S1390-86422019000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S1390-86422019000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S1390-86422019000100012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Este trabajo tuvo carácter exploratorio, configuró una investigación-acción y buscó identificar conceptos de una profesora en cuanto a la incorporación de las Tecnologías Digitales de Información y Comunicación (TDIC)/ciberespacio en sus prácticas pedagógicas. Debido a este propósito, se buscó, también, comprender cómo esos recursos pueden ser significativos en la práctica docente en la cibercultura, potencializando e instrumentalizando estrategias participativas/colaborativas. La base teórica de este estudio dice respecto a la cibercultura y sus desdoblamientos en la educación. Las acciones de intervención y de recolección de datos involucran a una profesora y a los alumnos de dos aulas de 6º año de Enseñanza Fundamental en una escuela del interior de Minas Gerais, Brasil. Las incursiones en el campo abarcarán espacios tradicionales de lugar y ciberespacio, habiendo sido realizadas observaciones, acompañamiento de producciones virtualizadas y una entrevista semi-estructurada con la profesora colaboradora de la investigación. La compilación de los datos empíricos fue realizada en el software Atlas.ti, lo cual auxilió en el proceso de tratamiento, relacionamiento e inferencias que compusieron un Análisis de Contenido. La sistematización analítica indicó la existencia de pocas Políticas Públicas Educacionales enfocadas hacia la inclusión de las TDIC en la escuela investigada, constatándose el precario soporte de infraestructura y la inexistencia de apoyo pedagógico para la orientación de los docentes en actividades con aquellas tecnologías. Notablemente, la intervención realizada en el campo de la investigación consolidó un momento de originalidad para los involucrados, ocasionando un impacto cultural docente en el uso pedagógico de las TDIC. Al final, acciones de autoría en el ciberespacio sugirieron ganancias en el aprendizaje e indicios de reconfiguraciones de la postura estudiantil frente a las propuestas de enseñanza, lo que favoreció el inicio de un proceso de revisión de las creencias pedagógicas de la profesora colaboradora de la investigación. Descriptores: Significaciones docentes, Tecnologías Digitales de Información y Comunicación, práctica pedagógica, cibercultura, ciberespacio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  This scientific paper reports an exploratory study conducted in the form of an action research and sought to identify the meanings of a teacher about the incorporation of Digital Information and Communication Technologies (DICT) / cyberspace in their pedagogical practices. Due to this purpose, we also sought to understand how these resources can be meaningful to the teaching practice in cyberculture, potentializing and instrumentalizing participatory / collaborative strategies. The intervention and data collection actions involved a teacher and her students from two classes of the 6th year of primary education in a school in the interior of Minas Gerais, Brazil. The field incursions were carried out in traditional spaces of place and cyberspace, with observations, monitoring of virtualized productions and a semi-structured interview with the teacher. The compilation of empirical data was performed in Atlas.ti software, which assisted in structuring a Content Analysis. The analytical systematization indicated that there are few Educational Public Policies for the inclusion of the DICT in the school, precarious support of infrastructure and lack of pedagogical support that guides the teachers in activities with those technologies. Another expressive suggestion was that the intervention in the field of research consolidated a moment of unprecedentedness, causing a cultural impact on the pedagogical use of DICT. Finally, the actions of authorship in cyberspace suggested learning gains and signs of reconfiguration of the student&#8217;s posture towards the teaching proposals, which favored the beginning of a process of revision of pedagogical beliefs of the teacher collaborating the research.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Significaciones docentes]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías Digitales de Información y Comunicación]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[cibercultura]]></kwd>
<kwd lng="es"><![CDATA[ciberespacio]]></kwd>
<kwd lng="en"><![CDATA[Teachers meanings]]></kwd>
<kwd lng="en"><![CDATA[Digital Information and Communication Technologies]]></kwd>
<kwd lng="en"><![CDATA[pedagogical practice]]></kwd>
<kwd lng="en"><![CDATA[cyberculture]]></kwd>
<kwd lng="en"><![CDATA[cyberspace]]></kwd>
</kwd-group>
</article-meta>
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