Práticas, representações e mediação: o uso dos laptops educacionais e as intervenções docentes no processo de aprendizagem da educação básica

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. O objetivo deste estudo é analisar o entendimento dos professores sobre o uso de Laptops Educacionais no processo de ensino aprendizagem da Educação Básica e refletir acerca da mediação pedagógica, que pode ser realizada a partir do uso desses recursos, com potencial para levar o aluno a desencadear processos internos de significação. Para isso tomamos os conceitos de representação, cunhado por Chartier, de prática educativa conforme propõe Zabala e de aprendizagem e mediação a partir da teoria vygotskiana. Para alcançar tal finalidade, foi constituído um corpus de pesquisa, com a colaboração de cinco professores que atuam no Ensino Fundamental em uma escola municipal do interior gaúcho. A metodologia elegida foi de abordagem qualitativa, permitindo o envolvimento ativo dos pesquisadores por meio da realização de um grupo focal, que gerou um rico conjunto de registros escritos rev