<?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>S1981-416x2019000200739</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.19.061.ao01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Práticas docentes mediadoras da aprendizagem: laboratório de informática e dispositivos móveis]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching practices mediating learning: computer lab and mobile devices]]></article-title>
<article-title xml:lang="es"><![CDATA[Prácticas docentes mediadoras del aprendizaje: laboratorio de informática y dispositivos móviles]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soares]]></surname>
<given-names><![CDATA[Eliana Maria Sacramento]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rela]]></surname>
<given-names><![CDATA[Eliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Amanda Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Caxias do Sul  ]]></institution>
<addr-line><![CDATA[Caxias do Sul RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Caxias do Sul  ]]></institution>
<addr-line><![CDATA[Caxias do Sul RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Caxias do Sul RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>19</volume>
<numero>61</numero>
<fpage>739</fpage>
<lpage>754</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2019000200739&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2019000200739&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2019000200739&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Apresentamos resultados de uma pesquisa que buscou compreender como os professores utilizam o laboratório de informática e os dispositivos móveis na escola. Tal investigação teve suas bases na teoria sociointeracionista de Vygotsky e seu corpus foi constituído a partir de entrevistas semiestruturadas com professores do Ensino Fundamental, categorizadas segundo a análise textual discursiva. Dentre outras conclusões, entendemos que os professores estão atuando no sentido de inserir os recursos do laboratório de informática e de dispositivos móveis em suas práticas docentes, com o objetivo de tornar suas aulas mais atrativas, entretanto ainda os utilizam como um complemento em estratégias de ensino tradicionais e pouco inovadoras. Discutimos neste trabalho, portanto, práticas mediadoras, com potencial para desencadear nos alunos processos internos de significação, de maneira que a ação realizada com o auxílio dos recursos digitais possa funcionar, de fato, como uma ação para a aprendizagem. Desde essa perspectiva, deslocamos o foco da tecnologia em si no processo de ensino e aprendizagem, para evidenciar as relações que podem ser estabelecidas entre ela e as práticas pedagógicas realizadas por seu intermédio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This text presents the results of research that seeks to understand how teachers use the computer lab and mobile devices at school. The theoretical framework was based on Vygotsky's socio-interactionist theory. The corpus was constituted from semistructured interviews with primary school teachers, being categorized according to discursive textual analysis. Results show that teachers are working on the search to insert the resources of the laboratory and mobile devices in their practices, with the possibilities they know, using them as enhancers, or with the goal of making their classes more attractive. However, it is important to emphasize that this way of including digital technologies in practice does not mean innovation. One of the results of the study concerns mediating behaviors with the potential to trigger internal processes of meaning in students, so that the action performed with the help of these digital resources can function as a mediating action of learning. This shifts the focus of technology itself into the process of teaching and learning to locate it in the relationships that can be established between itself and the pedagogical procedures performed through it.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Presentamos resultados de una investigación que buscó comprender cómo utilizan los profesores el laboratorio de informática y los dispositivos móviles en la escuela. El marco teórico se basó en la teoría sociointeraccionista de Vygotsky. El corpus fue constituido a partir de entrevistas semiestructuradas con profesores de Enseñanza Fundamental siendo categorizadas según el análisis textual discursivo. Los resultados muestran que los profesores están actuando en busca de inserir los recursos del laboratorio y dispositivos móviles en sus prácticas, con las posibilidades que conocen, utilizándolas como incrementadoras, por lo menos, para hacer que sus clases sean más atractivas. Sin embargo, es importante resaltar que esta forma de incluir las tecnologías digitales en las prácticas, carece de innovación. Un resultado del estudio señala prácticas mediadoras con potencial para desencadenar, en los alumnos, procesos internos de significación, de manera que la acción realizada, con auxilio de esos recursos digitales, pueda funcionar como acción mediadora del aprendizaje. Eso retira el foco de la tecnología en sí, en el proceso de enseñanza y aprendizaje, para ponerlo en las relaciones que pueden ser establecidas entre la tecnología y las prácticas pedagógicas realizadas por medio de ella.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tecnologias digitais na escola]]></kwd>
<kwd lng="pt"><![CDATA[Dispositivos móveis]]></kwd>
<kwd lng="pt"><![CDATA[Laboratório de informática]]></kwd>
<kwd lng="pt"><![CDATA[Práticas mediadoras da aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[Digital technologies at school]]></kwd>
<kwd lng="en"><![CDATA[Mobile devices]]></kwd>
<kwd lng="en"><![CDATA[Computer laboratory]]></kwd>
<kwd lng="en"><![CDATA[Teaching mediating practices]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías digitales en la escuela]]></kwd>
<kwd lng="es"><![CDATA[Dispositivos móviles]]></kwd>
<kwd lng="es"><![CDATA[Laboratorio de informática]]></kwd>
<kwd lng="es"><![CDATA[Prácticas mediadoras del aprendizaje]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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