<?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>2216-0159</journal-id>
<journal-title><![CDATA[Praxis & Saber]]></journal-title>
<abbrev-journal-title><![CDATA[Prax. Saber]]></abbrev-journal-title>
<issn>2216-0159</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica y Tecnológica de Colombia (UPTC)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2216-01592025000200005</article-id>
<article-id pub-id-type="doi">10.19053/uptc.22160159.v16.n45.2025.18272</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação das Subjetividades Contemporâneas: a Escola entre o Tempo Produtivo Acelerado e o ócio Estudioso]]></article-title>
<article-title xml:lang="en"><![CDATA[Formation of Contemporary Subjectivities: the School between Accelerated Productive Time and Studious Leisure]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación de Subjetividades Contemporáneas: la Escuela entre el Tiempo Productivo Acelerado y el Ocio Estudioso]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dalbosco]]></surname>
<given-names><![CDATA[Cláudio Almir]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Balbinot]]></surname>
<given-names><![CDATA[Rodinei]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Ana Lúcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Passo Fundo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Passo Fundo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Passo Fundo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>16</volume>
<numero>45</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2216-01592025000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2216-01592025000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2216-01592025000200005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo tem duplo objetivo: de um lado, compreender a transferência das vivas relações humanas do mundo real para os contatos digitais do espaço virtual e seu impacto na formação das subjetividades contemporâneas; de outro, diante disso, propor a escola como espaço-tempo necessários de experiência formativa. O problema que nos guia é o seguinte: em que medida a transferência das relações para o espaço virtual configura subjetividades aceleradas e quais as possibilidades de a escola ser uma alternativa viável para a experiência de formação humana? Nossa hipótese é que a exposição contínua ao espaço virtual concorre para a configuração de subjetividades aceleradas e que espaço-tempo escolar são necessários para a formação humana ampla. Para tanto, realizaremos uma pesquisa hermenêutico-bibliográfica, analisando inicialmente em que medida as plataformas digitais se impõem como configuradoras das subjetividades e suas consequências. Em seguida, voltaremos nosso olhar para os impactos desta nova realidade sobre a escola para, enfim, apontar algumas sendas a partir das quais o espaço-tempo escolar pode se desdobrar como uma experiência formativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This artiche has a dual objective: on the one hand, to understand the transfer of living human relationships from the real world to digital contacts in the virtual space and its impact on the formation of contemporary subjectivities; on the other, in view of this, to propose school as a necessary space-time for formative experience. The problem that guides us is the following: to what extent does the transfer of relationships to the virtual space configure accelerated subjectivities and what are the possibilities of school being a viable alternative for the experience of human formation? Our hypothesis is that continuous exposure to the virtual space contributes to the configuration of accelerated subjectivities and that the school space-time is necessary for broad human formation. To this end, we will conduct a hermeneutic-bibliographical research, initially analyzing the extent to which digital platforms impose themselves as shapers of subjectivities and their consequences. We will then turn our attention to the impacts of this new reality on schools to finally point out some paths from which school space-time can unfold as a formative experience.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo tiene un doble objetivo: por un lado, comprender la transferencia de relaciones humanas vivas del mundo real a contactos digitales en el espacio virtual y su impacto en la formación de subjetividades contemporáneas; por el otro, frente a esto, proponer la escuela como un espacio-tiempo necesario para la experiencia formativa. El problema que nos orienta es el siguiente: ¿en qué medida el traslado de relaciones al espacio virtual configura subjetividades aceleradas y cuáles son las posibilidades de que la escuela sea una alternativa viable para la experiencia de formación humana? Nuestra hipótesis es que la exposición continua al espacio virtual contribuye a la configuración de subjetividades aceleradas y que el espacio-tiempo escolar es necesario para una formación humana amplia. Para ello, realizaremos una investigación hermenéutico-bibliográfica, analizando inicialmente en qué medida las plataformas digitales se imponen como formadoras de subjetividades y sus consecuencias. A continuación, centraremos nuestra atención en los impactos de esta nueva realidad en la escuela para, finalmente, señalar algunos caminos a través de los cuales el espacio-tiempo escolar puede desplegarse como experiencia formativa.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação]]></kwd>
<kwd lng="pt"><![CDATA[escola]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[digital]]></kwd>
<kwd lng="en"><![CDATA[formation]]></kwd>
<kwd lng="en"><![CDATA[school]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[digital]]></kwd>
<kwd lng="es"><![CDATA[formación]]></kwd>
<kwd lng="es"><![CDATA[escuela]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[digital]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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