<?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>S1981-416x2018000300693</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.18.058.ds05</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O uso do laptop em contexto escolar: um inventário das produções acadêmicas relacionadas ao PROUCA]]></article-title>
<article-title xml:lang="en"><![CDATA[The use of laptop in a school context: an inventory of the academic productions related to the PROUCA]]></article-title>
<article-title xml:lang="es"><![CDATA[El uso del laptop en contexto escolar: un inventario de las producciones académicas relacionadas con el PROUCA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves Filho]]></surname>
<given-names><![CDATA[Marcos Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peixoto]]></surname>
<given-names><![CDATA[Joana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Echalar]]></surname>
<given-names><![CDATA[Adda Daniela Lima Figueiredo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[Goiânia GO]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia de Goiás  ]]></institution>
<addr-line><![CDATA[Goiânia GO]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>58</numero>
<fpage>693</fpage>
<lpage>712</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2018000300693&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2018000300693&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2018000300693&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Na busca de compreender as produções acadêmicas sobre o uso do laptop do PROUCA no ambiente escolar, foi realizado um estado do conhecimento com teses publicadas na Biblioteca Brasileira Digital de Teses e Dissertações (BDTD), no período de 2005 a 2016. Foram encontradas 11 teses que discutem o uso do laptop em contexto escolar brasileiro, que após sistemática análise de seus elementos constituivos, evidenciou três eixos de análise: 1) naturalização da necessidade social da inclusão digital, 2) ênfase na atividade do aluno e 3) uso do laptop para a mudança da prática docente. Os dados nos revelam que estas teses são fundamentadas na lógica do uso dos aparatos digitais na escola como base para o consumo de TIC, na negação das contradições históricas de implementação do PROUCA, por fazerem alusão a uma suposta inclusão promovida pelo uso de laptops e na separação dos produtos da atividade humana (os aparatos tecnológicos) das suas condições materiais de produção e de consumo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the search to understand the academic productions about the use of PROUCA laptop in the school environment, a state of knowledge with theses published in the Brazilian Digital Library of Theses and Dissertations (BDTD) was carried out from 2005 to 2016. Eleven theses were found discuss the use of the laptop in a Brazilian school context, which after a systematic analysis of its constituent elements, showed three axes of analysis: 1) naturalization of the social necessity of digital inclusion, 2) emphasis on student activity and 3) laptop use for a change in teaching practice. The data reveal that these theses are based on the logic of the use of digital devices in the school as a basis for the consumption of ICT, in denying the historical contradictions of implementation of PROUCA because they allude to a supposed inclusion promoted by the use of laptops and in the separation of the products of human activity (the technological apparatus) of their material conditions of production and consumption.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En la búsqueda de comprender las producciones académicas sobre el uso del portátil de PROUCA en el ambiente escolar, se realizó un estado del conocimiento con tesis publicadas en la Biblioteca Brasileña Digital de Tesis y Disertaciones (BDTD) en el período de 2005 a 2016. Se encontraron 11 tesis que discutir el uso de la computadora portátil en el contexto de la escuela brasileña, que después de un análisis sistemático de sus elementos constituivos, mostró tres ejes de análisis: 1) la naturalización de la necesidad social de inclusión digital, 2) énfasis en la actividad del estudiante y 3) el uso de ordenador portátil cambio de la práctica docente. Los datos nos revelan que estas tesis están fundamentadas en la lógica del uso de los aparatos digitales en la escuela como base para el consumo de TIC en la negación de las contradicciones históricas de implementación del PROUCA por hacer alusión a una supuesta inclusión promovida por el uso de computadoras portátiles y en la separación de los productos de la actividad humana (los aparatos tecnológicos) de sus condiciones materiales de producción y de consumo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inclusão digital]]></kwd>
<kwd lng="pt"><![CDATA[Um computador por aluno]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho docente]]></kwd>
<kwd lng="pt"><![CDATA[Educação e tecnologia]]></kwd>
<kwd lng="en"><![CDATA[Digital inclusion]]></kwd>
<kwd lng="en"><![CDATA[One computer per student]]></kwd>
<kwd lng="en"><![CDATA[Teaching work]]></kwd>
<kwd lng="en"><![CDATA[Education and technology]]></kwd>
<kwd lng="es"><![CDATA[Inclusión digital]]></kwd>
<kwd lng="es"><![CDATA[Un ordenador por alumno]]></kwd>
<kwd lng="es"><![CDATA[Trabajo docente]]></kwd>
<kwd lng="es"><![CDATA[Educación y tecnología]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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