Practices, representations and mediation: the use of educative laptops and teachers’ interventions in the process of learning in basic education

• Autor(a) principal: Maschio, Elaine Cátia Falcade
• Data de Publicação: 2017
• Outros Autores: Sacramento Soares, Eliana Maria
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
• Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/10075
• topic: Pedagogical practices. Digital technologies. Mediation. Learning.; Prácticas pedagógicas. Tecnologías digitales. Mediación. Aprendizaje.; Práticas pedagógicas. Tecnologias digitais. Mediação. Aprendizagem.

The aim of this study is to analyze teachers’ understanding about the use of Educative Laptops in the process of teaching and learning in Basic Education, as well as to reflect about pedagogic mediation that can be done from the use of these resources, with potential to take the student to trigger internal processes of meaning. For this, we take the concepts of representation, presented by Chartier, those of education practice, as Zabala proposes it, and those of learning and mediation from Vygotski´s theory. To achieve this aim, a corpus for investigation was constituted, with collaboration of five teachers who work in Basic Teaching at a municipal school in the countryside of Rio Grande do Sul. The methodology chosen was of qualitative approach, allowing the active involvement of researchers through a focal group, which generated a rich set of written reports, which reveal the subjectivity of the collaborating subjects of this research. Results based on discourse textual analysis, show that the presence of education laptops makes classes more dynamic and allows a reorganization of school tasks, in terms of time and space. They also reveal a reinforcement in the teacher-student interaction. Teachers’ verbalizations allow to infer the need of making reflection about these resources wider, through study meetings with their pairs, to implement their practices with mediating interventions. These would allow students to develop internal processes of meaning, so the tasks done, with the aid of digital resources, can work as a mediating action in learning, as Vygotski’s theory puts it.