<?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>S0102-54732016000200510</article-id>
<article-id pub-id-type="doi">10.5007/2175-795X.2016v34n2p510</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tecnologias móveis na escola: cartografia dos movimentos da gestão escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Mobile technologies in school: mapping the movements of school management]]></article-title>
<article-title xml:lang="es"><![CDATA[Tecnologías móviles en la escuela: cartografía de los movimientos de la gestión escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valentini]]></surname>
<given-names><![CDATA[Carla Beatris]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schmidt]]></surname>
<given-names><![CDATA[Sintian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Caxias do Sul Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Caxias do Sul RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2016</year>
</pub-date>
<volume>34</volume>
<numero>2</numero>
<fpage>510</fpage>
<lpage>532</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732016000200510&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732016000200510&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732016000200510&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Este artigo reflete sobre o papel da gest&#227;o escolar na reconfigura&#231;&#227;o das suas pr&#225;ticas diante do processo de inser&#231;&#227;o das tecnologias m&#243;veis, objetivando compreender como os gestores escolares se movimentam para promover a inclus&#227;o digital dessas tecnologias &#224;s pr&#225;ticas pedag&#243;gicas. A cartografia &#233; a op&#231;&#227;o metodol&#243;gica, guiada pela pista da aten&#231;&#227;o e suas quatro variedades: rastreio, toque, pouso e reconhecimento atento. A produ&#231;&#227;o dos dados foi realizada a partir dos registros gerados durante uma pesquisa com gestores escolares de uma escola participante da fase 2 do projeto piloto Um Computador por Aluno (UCA), sendo discutida em quatro pousos: o primeiro trata das expectativas e rea&#231;&#245;es &#224; chegada dos laptops; o segundo pouso discute a gest&#227;o de pessoas; o terceiro analisa a gest&#227;o pedag&#243;gica; e quarto traz novas configura&#231;&#245;es das pr&#225;ticas pedag&#243;gicas. Esta pesquisa se destaca pelo olhar atento e escuta sens&#237;vel dos sujeitos que comp&#245;em a gest&#227;o escolar, que revelaram um constante devenir na abertura de novas possibilidades a partir das reconfigura&#231;&#245;es apresentadas com a inser&#231;&#227;o de tecnologias m&#243;veis na escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper discusses the role of school management in the reconfiguration of its practices when facing a process of inserting mobile technologies. The goal is to understand how school managers move in order to promote the digital inclusion of these technologies in teaching practices. Mapping was chosen as methodology, guided by the clue of attention and its four varieties: tracking, touching, perching, and attentive recognition. Data production was carried out from written records during a research with school managers at a school that took part in the second phase of the pilot project UCA (one laptop per child, from the acronym in Portuguese). That data is discussed in four parts. The first one deals with expectations and reaction to the arrival of laptops. The second one discusses people management. The third one analyzes the pedagogical management. And the fourth one presents new configurations of teaching practices. The research stands out for its attentive look at and sensitive listening to the subjects that compose the school management, who revealed a constant ongoing process (devenir) towards opening new possibilities from the reconfigurations presented with the insertion of mobile technologies in school.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este art&#237;culo reflexiona sobre el papel de la gesti&#243;n escolar en la reconfiguraci&#243;n de sus pr&#225;cticas frente al proceso de inserci&#243;n de las tecnolog&#237;as m&#243;viles, con el objetivo de comprender c&#243;mo los gestores escolares promueven la inclusi&#243;n digital de esas tecnolog&#237;as en las pr&#225;cticas pedag&#243;gicas. La cartograf&#237;a es la opci&#243;n metodol&#243;gica, guiada por la pista de la atenci&#243;n y sus cuatro variedades: rastreo, toque, poso y reconocimiento atento. La producci&#243;n de los datos fue realizada a partir de los registros generados durante una investigaci&#243;n con gestores escolares de una escuela que particip&#243; de la fase 2 del proyecto piloto UCA, siendo discutida en cuatro pasos. El primero trata de las expectativas y las reacciones a la llegada de las laptops. El segundo discute la gesti&#243;n de personas. El tercero analiza la gesti&#243;n pedag&#243;gica y el cuarto paso trae nuevas configuraciones de las pr&#225;cticas pedag&#243;gicas. Esta investigaci&#243;n se destaca por la mirada atenta y el escuchar sensible a los sujetos que componen la gesti&#243;n escolar, que revelaron un constante devenir en la abertura de nuevas posibilidades a partir de las reconfiguraciones presentadas con la inserci&#243;n de tecnolog&#237;as m&#243;viles en la escuela.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tecnologia da Informação e da Comunicação]]></kwd>
<kwd lng="pt"><![CDATA[Cultura Digital]]></kwd>
<kwd lng="pt"><![CDATA[Gestão da Escola]]></kwd>
<kwd lng="en"><![CDATA[Information and Communication Technology]]></kwd>
<kwd lng="en"><![CDATA[Digital Culture]]></kwd>
<kwd lng="en"><![CDATA[School Management]]></kwd>
<kwd lng="es"><![CDATA[Tecnología de la Información y de la Comunicación]]></kwd>
<kwd lng="es"><![CDATA[Cultura Digital]]></kwd>
<kwd lng="es"><![CDATA[Gestión de la Escuela]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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