<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[Etd]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922016000400889</article-id>
<article-id pub-id-type="doi">10.20396/etd.v18i4.8646411</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Uso de smartphones na prática educativa: experiência e processo criativo]]></article-title>
<article-title xml:lang="en"><![CDATA[Smartphones use in educational practice: experience and creative process]]></article-title>
<article-title xml:lang="es"><![CDATA[Smartphones para uso en la práctica educativa: experiencia y proceso creativo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nunes]]></surname>
<given-names><![CDATA[Alexandre Gasparotti]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escola Municipal de Ensino Fundamental "Ivan Engler de Almeida"  ]]></institution>
<addr-line><![CDATA[Bauru SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>18</volume>
<numero>4</numero>
<fpage>889</fpage>
<lpage>902</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922016000400889&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922016000400889&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922016000400889&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Apresento neste artigo algumas considera&#231;&#245;es sobre uma experi&#234;ncia em que os smartphones foram usados n&#227;o como ferramenta did&#225;tica para o ensino de conte&#250;dos escolares. Ao longo do processo de desenvolvimento da minha pesquisa de mestrado em que analisei as possibilidades de uso dos smartphones em situa&#231;&#245;es escolares de aprendizagem me deparei com outra perspectiva para pensar o uso das novas tecnologias da informa&#231;&#227;o e os seus dispositivos m&#243;veis de comunica&#231;&#227;o em pr&#225;ticas educativas. Essa perspectiva se refere n&#227;o a maneiras de usar esses dispositivos para tarefas que visam &#224; aprendizagem, mas ao emprego dos seus recursos em experi&#234;ncias educativas que se constituem como processos de cria&#231;&#227;o. Com base em Leite (2011), considero que as formas de desenvolver as pr&#225;ticas educativas devem ir al&#233;m da concep&#231;&#227;o de trabalho estritamente did&#225;tico e t&#233;cnico, constituindo de outra maneira espa&#231;os poss&#237;veis onde emergem experi&#234;ncias educativas. Entendo, portanto que &#233; preciso analisar se os smartphones podem ser considerados potentes instrumentos para a realiza&#231;&#227;o de pr&#225;ticas educativas nas quais a cria&#231;&#227;o pode se efetivar como produ&#231;&#227;o maqu&#237;nica (GUATTARI, 1996). Essa an&#225;lise deve ser efetivada observando como nas intersec&#231;&#245;es da m&#225;quina social (a escola) com as m&#225;quinas t&#233;cnicas (smartphones) pode ocorrer o alargamento das possibilidades de cria&#231;&#227;o. A experimenta&#231;&#227;o nas pr&#225;ticas educativas deve, portanto, ir muito al&#233;m da mera possibilidade de encontrar novas maneiras de ensinar conte&#250;dos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT I present in this article some thoughts about an experience that smartphones were not used as a teaching tool for teaching school subjects. Throughout the development process of my masters dissertation that analyzed the use of smartphones possibilities in school learning situations I came across another perspective to consider the use of new information technologies and their mobile communication devices in educational practices. This perspective refers not to ways to use these devices for tasks aimed at learning, but the use of its resources on educational experiences that are creative processes. Based on Leite (2011), consider the ways to develop educational practices should go beyond the strictly educational and technical work designing, making otherwise possible spaces where emerging educational experiences. I therefore consider that it is necessary to examine whether smartphones can be considered powerful tools for the implementation of educational practices in which creation can be effective as machinic production (GUATTARI, 1996). This analysis should be carried out observing how the intersections of the social machine (school) with technical equipment (smartphones) can occur extending the possibilities of creation. Experimentation in educational practices will, therefore, beyond the mere possibility of finding new ways of teaching contente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Que presento en este art&#237;culo algunas reflexiones sobre una experiencia que los tel&#233;fonos inteligentes no fueron utilizados como una herramienta de ense&#241;anza para las materias escolares de ense&#241;anza. A lo largo del proceso de desarrollo de mi disertaci&#243;n de maestr&#237;a que analisa el uso de las posibilidades de los tel&#233;fonos inteligentes en situaciones de aprendizaje de la escuela me encontr&#233; con otra perspectiva para considerar el uso de las nuevas tecnolog&#237;as de la informaci&#243;n y sus dispositivos de comunicaci&#243;n m&#243;vil en las pr&#225;cticas educativas. Esta perspectiva no se refiere a formas de utilizar estos dispositivos para tareas dirigidas al aprendizaje, pero el uso de sus recursos en las experiencias educativas que son procesos creativos. Basado em Leite (2011), considerar las formas de desarrollar pr&#225;cticas educativas deben ir m&#225;s all&#225; del dise&#241;o de trabajo estrictamente educativo y t&#233;cnico, por lo que de otro modo posibles espacios donde emerge experiencias educativas. En consecuencia, considero que es necesario examinar si los tel&#233;fonos inteligentes pueden ser considerados potentes herramientas para la implementaci&#243;n de las pr&#225;cticas educativas en el que la creaci&#243;n puede ser eficaz como la producci&#243;n maqu&#237;nica (GUATTARI, 1996). Este an&#225;lisis se debe llevar a cabo la observaci&#243;n de c&#243;mo se pueden producir las intersecciones de la m&#225;quina social (escuela) con el equipo t&#233;cnico (tel&#233;fonos inteligentes) que se ampl&#237;an las posibilidades de creaci&#243;n. La experimentaci&#243;n en las pr&#225;cticas educativas ser&#225;, por lo tanto, m&#225;s all&#225; de la mera posibilidad de encontrar nuevas formas de contenido de la ense&#241;anza.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Smartphones]]></kwd>
<kwd lng="pt"><![CDATA[Experiências Educativas]]></kwd>
<kwd lng="pt"><![CDATA[Processo Criativo]]></kwd>
<kwd lng="en"><![CDATA[Smartphones]]></kwd>
<kwd lng="en"><![CDATA[Educational Experiences]]></kwd>
<kwd lng="en"><![CDATA[Creative Process]]></kwd>
<kwd lng="es"><![CDATA[Teléfonos Inteligentes]]></kwd>
<kwd lng="es"><![CDATA[Experiencias Educativas]]></kwd>
<kwd lng="es"><![CDATA[Proceso Creativo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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