<?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>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732015000200545</article-id>
<article-id pub-id-type="doi">10.5007/2175-795X.2014v33n2p545</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Metodologias participativas e projeto UCA: a busca pela tecnologia como cultura]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational and cultural practices of students and their perceptions about the mobile technologies at school]]></article-title>
<article-title xml:lang="es"><![CDATA[Prácticas educativas y culturales de estudiantes y sus percepciones acerca de las tecnologías móviles en la escuela]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pischetola]]></surname>
<given-names><![CDATA[Magda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miranda]]></surname>
<given-names><![CDATA[Lyana Thediga]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2015</year>
</pub-date>
<volume>33</volume>
<numero>2</numero>
<fpage>545</fpage>
<lpage>572</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732015000200545&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732015000200545&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732015000200545&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[No contexto complexo e mut&#225;vel da cultura digital, as m&#237;dias se constituem em um importante espa&#231;o para a forma&#231;&#227;o, tendo o importante papel de articular novas l&#243;gicas culturais que acarretam em rupturas para o &#226;mbito escolar. Para compreender essa mudan&#231;a, criam-se novos m&#233;todos de an&#225;lise e investiga&#231;&#227;o - as Metodologias Participativas -, estrat&#233;gias de pesquisa-a&#231;&#227;o cujo objetivo &#233; intervir em uma dada situa&#231;&#227;o social. No foco da an&#225;lise aqui proposta, tais metodologias ajudam a confrontar o desafio de envolver as tecnologias digitais na cultura da escola, por meio da participa&#231;&#227;o dos diferentes sujeitos envolvidos. Dois estudos de caso qualitativos sobre o projeto Um Computador por Aluno, realizados em 2012 nas escolas de Santa Catarina e Bahia, constituem a primeira etapa da pesquisa apresentada. Os resultados dizem respeito a uma inser&#231;&#227;o da tecnologia de forma "verticalizada" e a um processo desmotivador que atravessa diversas inst&#226;ncias das escolas, desde o planejamento at&#233; as rela&#231;&#245;es em sala de aula. A partir dessas considera&#231;&#245;es, a segunda etapa de pesquisa prop&#245;e uma interven&#231;&#227;o did&#225;tico-pedag&#243;gica em uma das quatro escolas investigadas. As metodologias de v&#237;deo e fotografia participativas s&#227;o escolhidas como possibilidades de a&#231;&#227;o-reflex&#227;o-a&#231;&#227;o que tematizam a pr&#243;pria realidade sociocultural, agregando o potencial de compartilhamento das experi&#234;ncias. Os resultados apontam para a import&#226;ncia da realiza&#231;&#227;o de atividades criativas, adequadas a uma concep&#231;&#227;o social de aprendizagem, para a centralidade da ag&#234;ncia de crian&#231;as e jovens, junto &#224; necessidade de redefinir as rela&#231;&#245;es entre professor e aluno, em uma perspectiva mais "horizontal" do processo de ensino-aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In the complex and changing context of digital culture, the medias become an important space for education, as they have the crucial role of articulating new cultural logics that lead to disruptions in the school environment. To understand this change, new methods of analysis and research have been created, the so-called Participatory Methodologies. They are action research strategies that aimed at intervening in a given social situation. In the analysis proposed here, such methodologies will help us to address the challenge of involving digital technologies in school culture, through the participation of different individuals involved. Two qualitative case studies about the Project One computer per student - Projeto Um Computador por Aluno (UCA) -, carried out in 2012 in the schools of Santa Catarina and Bahia, are the first of two phases of the research presented. The results concern a "vertical" form of technology insertion at schools, which led to frustration and demotivation at several levels. Starting from these considerations, the second stage of research proposes a pedagogical intervention in one of the four schools. The methodologies of participatory video and photography are chosen as possibilities of action-reflectionaction on the sociocultural reality of students through the experience of sharing. The results show the importance of carrying out creative activities, appropriate to a social conception of learning, as well as the centrality of children and youth agency and a broader need to rede-fine the relationship between teacher and student, in a more "horizontal" perspective of teaching and learning process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Dans le contexte complexe et changeable de la culture num&#233;rique, les m&#233;dias deviennent comme un important espace pour la formation et l'articulation de nouvelles logiques culturelles qui conduisent &#224; des ruptures dans l'environnement scolaire. Pour comprendre ce changement, des nouvelles methods d'analyse et de recherche sont d&#233;velopp&#233;s, comme les M&#233;thodes Participatives. Ils sont des strat&#233;gies de recherche et d'action qui visent intervenir dans une situation sociale. Ces m&#233;thodes de recherche nous aideront &#224; affronter le d&#233;fi d'impliquer les Technologies de la communication dans la culture propre de l'&#233;cole, au moyen de la participation de diferentes personnes impliqu&#233;es. Deux &#233;tudes de cas qualitatives sur le projet Un Ordinateur par Enfant (One Laptop per Child br&#233;silienne), a &#233;t&#233; r&#233;alis&#233;e en 2012 dans les &#233;coles de Santa Catarina et de Bahia. Les r&#233;sultats concernent a une forme "verticale" de l'insertion des technologies de la communication dans les &#233;coles, ce qui a conduit &#224; la frustration et d&#233;motivation &#224; plusieurs niveaux. A partir de ces consid&#233;rations, nous avons propos&#233; une intervention p&#233;dagogique et didactique dans une des quatre &#233;coles investigue&#233;s. Les m&#233;thodologies de vid&#233;o et de la photographie participative sont choisies comme possibilit&#233;s d'action-r&#233;flexion-action sur la r&#233;alit&#233; socioculturelle des &#233;l&#232;ves &#224; travers les exp&#233;riences partage&#233;s. Les r&#233;sultats montrent l'importance de mener des activit&#233;s cr&#233;atives appropri&#233;es &#224; une conception sociale de l'apprentissage, de la centralit&#233; d'agence des enfants et des jeunes, et un besoin de red&#233;finir la relation entre l'enseignant et l'&#233;l&#232;ve, dans une perspective plus "horizontale" de le processos d'enseignement et d'apprentissage.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Projeto UCA]]></kwd>
<kwd lng="pt"><![CDATA[Metodologia da Pesquisa]]></kwd>
<kwd lng="pt"><![CDATA[Educação para a Participação]]></kwd>
<kwd lng="en"><![CDATA[UCA Project]]></kwd>
<kwd lng="en"><![CDATA[Participatory Research Method]]></kwd>
<kwd lng="en"><![CDATA[Education for Participation]]></kwd>
<kwd lng="es"><![CDATA[Projeto UCA]]></kwd>
<kwd lng="es"><![CDATA[Méthodologie Participative]]></kwd>
<kwd lng="es"><![CDATA[Enseignement-Apprentissage Innovatif]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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