Education-Research in Schools: Places and authorships in question

Elisa Maria Quartiero, Monica Fantin

Abstract


This text discusses aspects of education-research in schools in the context of a study that analyzed a public policy for the insertion of mobile technologies in Brazilian schools, the One Laptop per Child program. The shift of knowledge presented by the digital culture in the school and the role of the student-monitor/instructor in different situations investigated is highlighted, and visibility is given to the statements of teachers and students from two primary schools that participated in the study. Finally, the text sought to establish points of connection between different places and authorships in the education process with the use of mobile technologies in schools.

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