| dc.description.abstract | This master thesis is the study of interactions of teachers in the context of a public School Elementary School located in the municipality of Sapucaia do Sul/RS and has participated in programs of digital inclusion. The research subjects were teachers working at the school since the moment in which the digital technologies have become part of the daily life of the school, more specifically, since the school joined the program of digital inclusion in modality 1:1 - a computer per student and teacher. The research methodology used was the cartographic, which made it possible for me to exit the condition of an observer to participant, along with the teachers, the research of slopes of pathways of interactions. As the theoretical, the search was justified from the authors Maturana and Varela precisely in order to make the relationship of structural couplings of third order and the biological path of all processes of interaction. These authors has allowed me a glimpse of how the school and the teachers relate to the dynamism of trade. The time pre-digital, from the point of view of the teacher, is understood as an overlay to the digital time. The research has transformed the reality of teachers with respect to the interactions from the reflections and the attention to spaces of the school both in digital and in pre-digital. From workshop and mapping of pathways of interactions at the school with the teachers is that there are the results of this study. For both, two criteria were used to ensure that the results of the research were perceived: the interactions that become front to digital and those preserved in the pre-digital. From these two criteria is that it was realized that some routes mapped by teachers both in the pre-digital and the digital not characterised as vital processes, because they do not give a continuity on the sharing of ideas and trade between them. | en |
