Resumo

FANTIN, Mônica. Children, mobile devices and formal and informal learning. ETD [online]. 2018, vol.20, n.1, pp.66-80. ISSN 1676-2592.  https://doi.org/10.20396/etd.v20i1.8647545.

The changes in places that children occupy in society, its forms of socialization and its ludical and cultural practices contribute to the construction of new ways of learning, increasingly mediated by the use of mobile devices that trigger the emergence of new methodologies and spaces formation. Accordingly, we developed a qualitative research with children on multiliteracies practices and formal and informal learning in the digital culture in order to identify and strengthen the dialogue between the school and cultural contexts with the application of the methodology of Situated Learning Episodes SLE. The research involved observations, educational interventions, interviews and focus groups with children of different age groups in two public schools in Florianópolis, SC/Brazil, between 2014-2015. Partial analyzes reveal that the media practices of children with mobile devices out of school, when articulated to the media and educational proposals, can trigger significant learning and move the protagonism of the devices for new possibilities of child authorship. Practices that challenge those working with education and challenge to think of new forms of mediation before the contours of this new cultural landscape. In this text we discussed the theoritical framework of the relationship between children, mobile devices and learning, the research methodology focusing in the strategy ‘learning by doing’, some narratives about the episodes and the considerations on students' practices with mobile devices.

Palavras-chave : Children; Cultural Practices; School; Situated Learning.

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