<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2018000100164</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.18.056.ds08</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação online mediada pelo WhatsApp: mapeando rastros e controvérsias de alunos à luz da teoria ator-rede]]></article-title>
<article-title xml:lang="en"><![CDATA[Online education through WhatsApp: mapping traces and controversies of students in the light of the theory actor-web]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación en línea mediada por WhatsApp: mapeando rastros y controversias de alumnos la luz de la teoría actor-red]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[André Luiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Porto]]></surname>
<given-names><![CDATA[Cristiane de Magalhães]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Kaio Eduardo de Jesus]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Tiradentes  ]]></institution>
<addr-line><![CDATA[Aracaju SE]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>56</numero>
<fpage>164</fpage>
<lpage>185</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2018000100164&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2018000100164&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2018000100164&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo analisa a contribuição e os usos do aplicativo WhatsApp no processo de aprendizagem colaborativa. Para isso, a experiência descrita neste trabalho foi articulada por meio da associação de um desenho didático, conectado a práticas pedagógicas e educativas, que favorecem a aprendizagem ubíqua por meio de experiências de app-learning, que se materializa espaço-temporalmente no uso do WhatsApp. Deste modo, parte-se da perspectiva epistemológica da Teoria Ator-Rede na análise de controvérsias articulada à rede educativa formada. Com isso, defende-se aqui o argumento de que a associação dos sujeitos aos objetos em suas mediações, traduções e agenciamentos favorecem o processo de ensino-aprendizagem e o desenvolvimento de uma prática pedagógica mais articulada entre os envolvidos - seja entidade humana ou não-humana e integrada às práticas culturais da Cibercultura. Como método, utiliza-se o estudo de caso qualitativo e de cunho descritivo. Os resultados obtidos possibilitam concluir que o engajamento dos sujeitos quanto ao uso do WhatsApp, articulado ao desenho didático e à proposta pedagógica, configura uma experiência de app-learning, principalmente pelo estabelecimento dos processos de mediação do ensino e da aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyses the contribution and uses of the Whatsapp application in the process of collaborative learning. For this, the app-learning experience described in this article was articulated through the association of a didactic drawing connected to pedagogical and educative practices that favors ubiquitous learning combined to app-learning experiences that materializes space-time in the use of WhatsApp. That way, coming from the epistemological perspective of the Actor-Web theory on the analysis of controversies, the argument here defended is that the subject&#8217;s association to the objects of its mediations, translations and scheduling favors the teaching-learning process and the development of a pedagogical practice, one that is more articulated between the involved - human or not and integrated to the cultural practices of the Cyberculture. As method, the study of the qualitative case and of descriptive matter are used. The obtained results make it possible to conclude that the subjects&#8217; engagement regarding the use of Whatsapp, articulated to the didactic drawing and the pedagogical proposal, configures an app-learning experience, mainly by the establishment of mediation processes of teaching and learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza la contribución y los usos del aplicativo WhatsApp en el proceso de aprendizaje colaborativa. Para eso, la experiencia descrita en este trabajo ha sido articulada por medio de la asociación de un diseño didáctico especifico y conectado prácticas pedagógicas y educativas que favorecen el aprendizaje ubicua combina a las experiencias de app-learning, que se materializa espacio-temporalmente, en el uso del Whatsapp. De este modo, partiendo de la perspectiva epistemológica de la Teoría Actor-Red en el análisis de controversias, se defiende aquí el argumento de que la asociación de los sujetos a los objetos en sus mediaciones, traducciones y gestión; favorecen el proceso de enseñanza-aprendizaje y el desarrollo de una práctica pedagógica más articulada entre nos envueltos - sea entidad humana o no-humana e integrada a las prácticas culturales de la Cibercultura. Como método, se utiliza el estudio de caso cualitativo y de carácter descriptivo. Los resultados obtenidos posibilitan concluir que el comprometimiento de los sujetos cuanto al uso del WhatsApp, articulado al diseño didáctico y a la propuesta pedagógica, configura una experiencia de app-learning, principalmente, por el establecimiento de los procesos de medicación de enseñanza y del aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[App-learning]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Cultura Digital]]></kwd>
<kwd lng="en"><![CDATA[App-learning]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Cyberculture]]></kwd>
<kwd lng="es"><![CDATA[App-learning]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Cultura Digital]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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