The present ethnography documents computer activities in everyday life. The data consist of video recordings, interviews and field notes, documenting (i) 16 students in a seventh grade class in a computer room and other school settings and (ii) 22 children, interacting with siblings, friends and parents in home settings. The thesis is inspired by discourse analytical as well as ethnographic approaches, including notions from Goffman (1974, 1981), e.g. those of activity frame and participation framework, which are applied and discussed. The thesis consists of four empirical studies. The first study focuses on students’ illegitimate use, from the school’s point of view, of online chatting in a classroom situation. It is shown that the distinction offline/online is not a static one, rather it is made relevant as part of switches between activity frames, indicating the problems of applying Goffman’s (1981) notions of sideplay, byplay and crossplay to analyses of interactions in which several activity frames are present, rather than one main activity. Moreover, it is shown that online identities, in terms of what is here called tags, that is, visual-textual nicknames, are related to offline phenomena, including local identities as well as contemporary aesthetics. The second study focuses on placement of game consoles as part of family life politics. It is shown that game consoles were mainly located in communal places in the homes. The distinction private/communal was also actualized in the participants’ negotiations about access to game consoles as well as negotiations about what to play, when, and for how long. It is shown that two strategies were used, inclusion and exclusion, for appropriating communal places for computer game activities. The third study focuses on a digital divide in terms of a generational divide with respect to ascribed computer competence, documenting how the children and adults positioned each other as people ‘in the know’ (the children) versus people in apprentice-like positions (the adults). It is shown that this generation gap was deployed as a resource in social interaction by both the children and the adults. The forth study focuses on gaming in family life, showing that gaming was recurrently marked by response cries (Goffman, 1981) and other forms of blurted talk. These forms of communication worked as parts of the architecture of intersubjectivity in gaming (cf. Heritage, 1984), indexing the distinction virtual/‘real’. It is shown how response cries, sound making, singing along and animated talk extended the virtual in that elements of the game became parts of the children’s social interaction around the screen, forming something of an action aesthetic, a type of performative action for securing and displaying joint involvement and collaboration. As a whole, the present studies show how the distinctions master/apprentice, public/private, virtual/real and subject/object are indexicalized and negotiated in computer activities.

Abstrakt Titel: Leksaker i den digitala tidsåldern – Leksaksbranschens bemötande av nya preferenser Författare: Sandra Nilsson och Victor Tydesjö Handledare: Leif Rytting Kurs: Företagsekonomi III – examensarbete 15 hp. Linnéuniversitetet VT 2014 Syfte Vårt syfte med uppsatsen är att undersöka hur leksaksbranschen har förändrat och kommer att förändra sin verksamhet i den teknologiska tidsåldern. För att genomföra detta har vi fastställt några aspekter att undersöka: Butikernas nuvarande tillstånd gällande sortiment och arbetssätt Förändringar som har skett gällande sortiment som en konsekvens av barns förändrade teknologianvändning Leksaksbranschens framtid som en följd av den fortsatta teknologiutvecklingen Forskningsfrågan lyder: Hur påverkas leksaksbranschen av barns tidiga användande av olika former av digital teknologi? Metod Vi har för denna uppsats valt att använda den kvalitativa metoden. Detta för att på ett djupt sätt kunna få specifik data om branschens företeelser. Undersökningen har genomförts med en abduktiv ansats, där vald teori har format empirin men där empiri även har inverkat på den teori som presenteras. Det teoretiska materialet har präglats av akademisk litteratur och elektroniska källor. Empiriinsamlingen skedde genom kvalitativa intervjuer med fyra leksaksbutiker och en representant från branschorganisationen Leksaksbranschen. Slutsatser Gällande branschens nuläge framkom att inköp på speciella inköpsmässor för leksakshandlare och deras leverantörer bär stor betydelse för leksaksbutiker och inverkar även på utformning av deras sortiment. Samordning mellan mindre aktörer i en enda katalog föreslås vara ett sätt för de mindre starka butikerna att hävda sig bättre mot de stora kedjorna. Vi fann att lekåldern har minskat, vilket medför att barn är kunder under en kortare tid. Vissa sortimentsanpassningar har skett på grund av detta, men inte i särskilt stor skala. Gällande branschens framtid tydliggörs att aktörerna kan behöva göra vissa förändringar i sin verksamhet, där exakt vad detta skulle vara inte är självklart. / Abstract Our purpose with this study is to investigate how the toy industry has changed and will change its operations in the technological era. In order to do this, we determined a few aspects to investigate: The toy stores’ current state regarding assortment and ways of working Changes that have occurred regarding assortment as a consequence of children’s’ changed technological usage The future of the toy industry as a result of the continued technological development The research question goes as follows: How is the toy industry impacted by children’s early usage of different kinds of digital technology? In this study we decided to use the qualitative research method in order to gather profound and specific data about the happenings of the toy industry. The study has been carried out with an abductive methodology, allowing theoretical data to impact empirical data and also allowing empirical data to impact theoretical data. The theoretical data is characterized by usage of academic literature and electronic sources. The empirical data gathering was carried out by qualitative interviews with four toy stores as well as a representative from the Swedish toy industry association. Regarding the current state of the industry, it showed that purchasing at special toy dealer’s purchasing fairs is of significant importance for toy stores and also impacts the shaping of their assortments. Coordination between smaller actors in one single toy catalog is proposed as a way for the less powerful stores to assert themselves against large toy chains. We found that children stop playing with toys at an earlier age, which means that children are customers during a shorter time span. Certain assortment adaptations have happened due to this, but not in a very significant manner. Regarding the future of the industry it is conveyed that the actors may have to perform certain changes in their operations, but precisely what this would entail is not obvious.

The thesis and exhibition, Interaction: Portraiture in a Digital World, seeks to analyze digital portraiture today. I choose to depict concepts and ideas, as they relate to digital portraiture, through four distinct series of work, which encompass similar ideas and themes, but come at them from different perspectives. The work within the exhibition is comprised of several portraits of personal friends, family, and acquaintances, which have all been appropriated from online sources such as Facebook, and online dating sites. Because the portraits consist of people that I know on a personal level, are a collection of portraits that are derived from my personal social media profile, and represent individuals with whom I have frequently interacted with online, one could assess that in addition to being a collection of unique individual portraits, the exhibition is also a self-portrait of me, the artist. The exhibition includes Facebook Text Portraits, Nightclub Portraits, Online Dating HTML Portraits, and a Crying Girl Portrait, all of which strive to blur the lines between art and digital design, while addressing the function and meaning of digital portraiture today.

Made available in DSpace on 2015-04-16T15:23:52Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2528394 bytes, checksum: 2f0f00209a013d5f25c2b4c7c11aebcc (MD5) Previous issue date: 2011-03-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Information science plays a fundamental role in the information society, to devise ways for social inclusion through digital inclusion. Accordingly, we developed this research for the Masters Program in Information Science at the Federal University of Paraíba, to intervene in the process of informational exclusion experienced by the Community of Santa Clara (CSC) in João Pessoa, Paraíba. The intervention happened through field research for registration, organization and dissemination of "information sources" (study subjects) comprised of people of the Community. An action of information has been implemented into the CSC to create the virtual interface "Blog da Comunidade Santa Clara" in the Wordpress platform, to disseminate the wealth of knowledge of those depositors of social memory and knowledge of Santa Clara, which will be available for future generations. The appropriation of the research results (the Blog) by the community generated the extension project "Blog Management Course", within the PPGCI/UFPB, whose purpose was to develop information skills for residents of the Community volunteers to continue the blog. Thus, the result of the research at Santa Clara was increased, in reciprocal action of the Community and as assumption of the action-researchmethodology, the determination to continue the publication of the blog (a virtual interface for communication of information). In addition to the extension project for training of volunteers of CSC, the treasure of knowledge disseminators of the Community, we developed a learning activity through a tutorial for creating blogs, in partnership with the "Laboratory of intellectual Technologies" (Laboratório de Tecnologias Intelectuais - LTi) Department of Information Science, UFPB. The inclusion of CSC's treasure of knowledge in cyberspace, as well as empowerment of the community in intellectual competence to use digital technology of communication of information, can promote the recovery of cultural identity of residents of the CSC and citizenship. / A Ciência da Informação desempenha um papel fundamental na sociedade da informação, ao delinear caminhos para a inclusão social por meio da inclusão informacional. Nesse sentido, desenvolvemos esta pesquisa, durante o mestrado do Programa de Pós-Graduação em Ciência da Informação na Universidade Federal da Paraíba, para intervir no processo de exclusão informacional vivido pela Comunidade Santa Clara (CSC) em João Pessoa, Paraíba. A intervenção ocorreu mediante pesquisa de campo para registro, organização e divulgação das fontes de informação (sujeitos da pesquisa) constituídas por pessoas da Comunidade. Na CSC foi implementada uma ação de informação para criar a interface virtual Blog da Comunidade Santa Clara , na plataforma Wordpress, visando disseminar o tesouro de conhecimentos das pessoas depositárias da memória social e do saber da Santa Clara, que ficará disponível para as próximas gerações. A apropriação dos resultados da pesquisa (O Blog) pela Comunidade gerou o projeto de extensão Curso Gerenciamento de Blogs , no âmbito do PPGCI/UFPB, cuja finalidade foi desenvolver competências em informação para moradores da Comunidade, voluntários para dar continuidade ao blog. Assim, o resultado da pesquisa na Santa Clara foi acrescido, em ação recíproca da Comunidade e conforme pressuposto da metodologia da pesquisa-ação, da determinação de dar continuidade à publicação do blog (a interface virtual de comunicação da informação). Ademais do projeto de extensão para treinamento dos voluntários da CSC, disseminadores do tesouro de conhecimentos da Comunidade, foi desenvolvida uma atividade de ensino mediante um tutorial para criação de blogs, em parceria com o Laboratório de Tecnologias Intelectuais LTi do Departamento de Ciência da Informação da UFPB. A inclusão do tesouro de conhecimentos da CSC no ciberespaço, bem como o empoderamento da Comunidade da competência intelectual para uso da tecnologia digital de comunicação da informação, pode propiciar a valorização da identidade cultural dos moradores da CSC e o exercício da cidadania.

Submitted by Leonardo Cavalcante (leo.ocavalcante@gmail.com) on 2018-06-12T12:01:19Z No. of bitstreams: 1 Arquivototal.pdf: 3391668 bytes, checksum: 5bfbc005d4bd77755a693aa1e263e444 (MD5) / Made available in DSpace on 2018-06-12T12:01:19Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 3391668 bytes, checksum: 5bfbc005d4bd77755a693aa1e263e444 (MD5) Previous issue date: 2017-06-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In the midst of both technological evolution and democratization of the means for audiovisual production within the 21st century, we are experiencing a moment of effervescence in Cinema with new possibilities for independent film-making through the creative employment of digital technologies. Both the attempt at finding alternative strategies in Brazilian cinema and the arising of novel models for audiovisual production provide an advantageous field for academic studies on social and economic contexts and ways of organization within film-making. I intend to reflect about the recent production process in the Brazilian cinema by observing experiences that seek for solutions that are different from the hegemonic industrial model and that appear as a cornerstone for cinema in the digital era. The study here presented considers the following elements as a tripod for audiovisual production: equipaments, funding, and the team. I suggest that the technical, the economic, and the affective fields are crucial for understanding the above mentioned elements within independent cinema. Within this scenario, the thesis examines modes of production in contemporary cinema by taking the model undertaken by Cooperativa Filmes a Granel from Paraíba state - which is part of what we call the Digital Phase of cinema in Paraíba - as a case study. / Frente ao processo de evolução tecnológica e à democratização dos meios de produção audiovisual no século XXI, vivenciamos um momento de efervescência com as possibilidades de realização independente, através da utilização criativa das tecnologias digitais. A busca por estratégias alternativas no cinema brasileiro e o surgimento de novos modelos de produção audiovisual oferecem um terreno profícuo para estudos acadêmicos sobre o contexto socioeconômico e as formas de organização no fazer fílmico. Pretendemos refletir sobre a produção recente, a partir da observação de experiências que buscam soluções diferentes do modelo hegemônico industrial e que constituem em uma mola propulsora para o cinema na era digital. A pesquisa aqui proposta considera como tripé de sustentação para uma produção audiovisual os seguintes elementos: os equipamentos, os recursos financeiros e a equipe. Sugerimos os campos técnico, econômico e afetivo para compreender tais pontos no cinema independente. Diante deste cenário, essa dissertação versa sobre modos de produção no cinema contemporâneo, tendo como estudo de caso o modelo paraibano da Cooperativa Filmes a Granel, que se insere no que chamamos de Fase Digital do cinema na Paraíba.

Tout au long de ses évolutions, l'ordinateur n'a cessé de permettre autant la consultation que la création de médias. Mais contrairement à l'activité de consultation, la création de logiciels interactifs demande une certaine maîtrise de la programmation informatique, qui reste le seul moyen de produire des programmes agissant sur une machine numérique. Dans ce contexte, les pratiques artistiques engagées dans la création d'œuvres interactives ne peuvent se dispenser de recourir à la programmation informatique, c'est-À-Dire à la création logicielle. Mais dans quelles situations les artistes se placent-Ils face aux techniques du numérique et à la programmation en particulier ? Cette interrogation, qui trouve de multiples réponses, revient au premier plan lorsque le paysage des appareils numériques de grande consommation connaît un événement majeur. Notre recherche est issue d’une telle situation : à partir de 2007, l’apparition des écrans mobiles (smartphones et tablettes) a été pour nous l’occasion d’interroger le potentiel de ces nouveaux supports dans la création artistique œuvrant avec l’interactivité. Il s'agissait pour nous de faire œuvre avec les écrans mobiles autant que d’en définir les modalités de mise en œuvre esthétique et technique au moment même de leur introduction dans notre quotidien. Nous cherchons à situer une certaine pratique de l’interactivité dans l’art permise par les écrans mobiles et leurs spécificités techniques, en partant de l'hypothèse selon laquelle les écrans mobiles permettent des mises en œuvre artistiques de l’interactivité que d’autres supports numériques ne permettent pas, mais imposent également des créations logicielles spécifiques. / Throughout its evolution, the computer never stopped allowing media consultation as well as media creation. Unlike the consultation activity, the creation of interactive software requires some computer programming skills, as it remains the only way to produce programs that acts on a digital machine. In this context, artistic practices involved in the creation of interactive works cannot avoid the use of computer programming and the creation of software. But what circumstances artists are facing when then work with digital technologies and software programming? This question, which has multiple answers, gain in importance when the landscape of massively produced digital devices experiences a major event.Our research is the result of such a situation: starting in 2007, the emergence of mobile screens (smartphones and tablets) was an opportunity to examine the potential of these new digital devices in the field of interactive arts. Our purpose was to create effective art works with mobile screens to be able to define their aesthetic and technical specificities at the very time of their introduction into our daily lives. We try to situate some interactive art practices that mobile screens makes possible thanks to their technical specifications. Our base hypothesis is that mobile screens allow the creation of interactive art work that other digital media cannot afford, but also require the creation of specifics softwares.

A presente dissertação refere-se a um estudo de caso sobre as práticas de leitura e escrita das crianças de 6 anos da classe de alfabetização de uma escola pública de Porto Alegre, imersas em um cotidiano digital, viabilizado pelo projeto Um Computador por Aluno (UCA). Seu objetivo foi investigar as práticas realizadas pelos estudantes, bem como as possibilidades e condições necessárias para que o computador fosse instrumento para inscrevê-los no mundo letrado, superando a relação estritamente escolar com a escrita, além de analisar as implicações para o processo de conceituação. Partiu-se do pressuposto de que a saturação tecnológica em uma escola na modalidade em que foi implantado o projeto UCA (cada criança com o seu laptop) implicaria mudanças nas práticas de leitura e de escrita realizadas pelos estudantes. Portanto, essas práticas dos alunos foram examinadas segundo duas unidades de análise: propostas da professora e as realizadas espontaneamente. Para cada unidade, foram construídos três eixos de categorias, relacionadas a letramento, alfabetização e fluência digital. O estudo de caso também apresentou uma terceira unidade, com a análise de cinco casos emblemáticos de alunos representativos à investigação. Conforme característica de um estudo de caso, a pesquisa teve início com uma proposição teórica, sustentada pelas experiências anteriores da investigadora e pelo referencial teórico utilizado, que foi gradativamente comparada com os dados encontrados no campo. Ao final do estudo, considerou-se que a proposição teórica deveria ser ajustada enfatizando a proposta pedagógica para crianças em processo inicial de aprendizagem da língua escrita. Conclui-se que a utilização cotidiana do laptop em rede permitirá às crianças a exploração da língua em situações reais, construindo um ambiente simbólico propício para a compreensão da função e do sentido da língua escrita (letramento) e, portanto, criará a necessidade de compreensão da sua estrutura (alfabetização), favorecendo o processo de conceituação, desde que incorporada a propostas e intervenções pedagógicas adequadas às necessidades e possibilidades da criança. Na classe analisada, algumas condições foram necessárias para que isso acontecesse. Entre elas, destacam-se o trabalho por projetos, a relação de um laptop por aluno em sala de aula, a conexão à Internet e o uso de um ambiente virtual. / This thesis refers to a case study about the practices of reading and writing of six-year-old children of a literacy class in a public elementary school of Porto Alegre city (RS/Brazil), immersed in a digital quotidian, made viable by One Computer per Student (UCA) project. Its objective was to investigate the practices carried out by students, as well as the possibilities and necessary conditions for the computer to be a tool to make them able to enter the “literate world”, overcoming the strictly scholar relationship with the writing, besides analysing the implications for the conceptualization process. It was presupposed that the technological saturation in a school in the modality in which UCA project was implemented (each child with his own laptop) would change the practices of reading and writing carried out by students. Therefore, these practices of the students were examined according to two units of analysis: practices proposed by the teacher and proposals carried out spontaneously. For each unit, three categories were built, related to literacy, alphabetization and digital fluency. The case study has also presented a third unit, with the analysis of five emblematic cases of students which were representative to the investigation. As typical in a case study, the research has begun with a theoretical proposition, based on previous experiences of the researcher and on the theoretical framework used, which was gradually compared to the data found in the field. At the end of the study, it was considered that the proposition should be adjusted emphasizing the pedagogic proposals for children in initial process of written language learning. It is concluded that daily use of laptops in a network will allow children to use language in real situations, building a symbolic environment propitious to the comprehension of the function and meaning of written language (literacy) and, thus, will create the necessity of understanding of its structure (alphabetization), facilitating the conceptualization process, as long as it is incorporated to appropriate proposals and pedagogic interventions to the needs and possibilities of the child. In the class which was analysed, some conditions were necessary for that to happen. The work by projects, the relation of one laptop per student in the classroom, the connection to the Internet and the use of a virtual learning environment are among them.

O presente trabalho se propôs a investigar a aprendizagem musical colaborativa e a motivação dos alunos para aprender utilizando as tecnologias digitais no contexto da educação básica. O referencial teórico foi construído a partir das discussões sobre a aprendizagem colaborativa e sobre a motivação dos alunos. O olhar investigativo da aprendizagem musical colaborativa, utilizando tecnologias digitais livres, buscou compreender como essas práticas musicais ocorrem em sala de aula e como seu uso pode contribuir para o ensino de música na escola. Ao trabalhar na perspectiva de um estudo que contempla a motivação, foi utilizada a abordagem psicológica amparada na Teoria da Autodeterminação (TAD) com ênfase na satisfação das necessidades psicológicas básicas destes alunos. A metodologia de pesquisa adotada foi a pesquisa ação, delineada a partir da concepção da pesquisa ação integral e sistêmica proposta por André Morin (2004). As aulas foram planejadas visando o envolvimento entre os alunos, professoras, as possibilidades físicas dos recursos tecnológicos oferecidos pela escola e pelas interações oferecidas pelo ciberespaço. A coleta de dados utilizou diferentes técnicas: 1) entrevistas semiestruturadas com a professora; 2) entrevistas de grupos focais com os alunos; 3) questionários online; 4) observações participantes com registros audiovisuais; e 5) registros das produções e documentos escritos. Os dados foram sistematizados e organizados utilizando o aplicativo Nvivo. Os resultados apontaram as diferentes estratégias que os alunos adotaram em sala de aula, as relações estabelecidas entre os alunos e as tecnologias digitais bem como a motivação dos estudantes para as aulas de música neste contexto, que puderam suprir as necessidades psicológicas básicas dos estudantes, apesar de nem todos apresentarem motivação autônoma para aprender música na escola. Esta pesquisa pretende contribuir para a área de educação musical ao demonstrar possibilidades pedagógicas ao inserir as tecnologias nas aulas de música, não apenas como uma aplicabilidade tecnológica, mas em uma nova forma de se pensar o ensino de música no ambiente curricular e contribuir para a motivação na aprendizagem musical. / This study aimed to investigate the music collaborative learning and the motivation to learn using digital technologies in the context of basic education. The theoretical framework was built from the discussions on collaborative learning and the motivation of students. The investigative look of music collaborative learning using free digital technologies, sought to understand how these musical practices occur in the classroom and how its use can contribute to music education in school. By working from the perspective of a study that includes motivation, supported psychological approach to Self-Determination Theory (STD) with in emphasis of psychological basic needs of these students. The methodology used was action research, outlined from the design of systemic integral action-research proposed by André Morin (2004). Classes were planned in order engagement between students, teachers, the physical possibilities of technological resources offered by the school and by interactions offered by cyberspace. The data collection involved: 1) semi-structured interviews with the teacher; 2) focused groups with students; 3) online questionnaires; 4) participant observations with audiovisual records; and 5) records of production and written documents. Nvivo was used to support data analysis. The results showed the different strategies that students adopt in the classroom, the relations between the students and the digital technologies and the motivation of students for music class in this context that could supply the psychological needs of students, although not all present autonomous motivation to learn music in school. This research intends to contribute with the music education to demonstrate pedagogical possibilities to use the technology in music lessons, not only as a technological applicability, but in a new way of thinking about music education in curriculum and environment contribute to motivation in musical learning.

In hierdie studie word die manifestasies en ontwikkelings van mens-masjien-verhoudinge in die Afrikaanse poësie vanaf 1990 tot 2012 ondersoek. Relevante uitgangspunte van die fenomenologie, posthumanisme en transhumanisme dien as teoretiese begronding om die gekompliseerde en gevarieerde aard van mens-masjien-verhoudinge in die Afrikaanse poësie te bestudeer. Die studie beoog om deur kwantitatiewe data-analise die manifestasie van tegnologiese terme en verwysings na tegnologiese objekte in Afrikaanse poësie vanaf 1990 tot 2012 te karteer. Hierbenewens word deeglike kwalitatiewe ondersoek gedoen na die verskillende representasies van mens-masjien-verhoudinge in geselekteerde Afrikaanse gedigte. Laastens word rolle en metaforiese betekenisse van digitale tegnologie in posthumane subjekte se belewing op drie tematiese vlakke ondersoek, naamlik liefde en seks, spiritualiteit en die dood. / In this study the different manifestations of human-machine relationships in Afrikaans poetry between 1990 and 2012 are investigated. Relevant viewpoints from the phenomenology, posthumanism and transhumanism form part of the theoretical framework in which the often complicated and varied nature of human-machine relationships are studied. It is the goal of this study to map the manifestations of technological terms and references to technological objects in Afrikaans poetry from 1990 to 2012, utilising quantitative data analysis. Furthermore, the in-depth qualitative analysis will investigate various representations of human-machine relationships in selected Afrikaans poems. The roles and metaphorical meanings of digital technology within the experiences of posthuman subjects are investigated on three thematic levels, namely love and sex, spirituality and death. / Afrikaans and Theory of Literature / M. A. (Afrikaans)

[pt] O presente estudo teve como foco as práticas pedagógicas com uso de tecnologias digitais nos cursos de licenciatura da Universidade Federal de Mato Grosso do Sul. O objetivo geral da pesquisa foi identificar e analisar as características das práticas pedagógicas com o uso de tecnologias digitais, sob o ponto de vista dos projetos institucionais e das percepções dos professores e alunos desses cursos, com vistas a identificar o nível de capital tecnológico dos professores e a relação desse capital com as práticas pedagógicas consideradas inovadoras dentro do contexto institucional. O caminho metodológico da pesquisa se iniciou com a revisão de bibliografia, passando pela análise de projetos de curso, aplicação de questionário para os coordenadores, questionário para professores e alunos, finalizando nas entrevistas com professores e alunos. Privilegiamos, nesse estudo, a integração de diferentes procedimentos analíticos com o objetivo de obter um conhecimento descritivo, relacional e compreensivo. A pesquisa indica que, embora existam, na maioria dos projetos pedagógicos, disciplinas que abordem o uso das tecnologias digitais e que os professores usem vários recursos digitais em suas práticas pedagógicas, o nível de incorporação ainda não permite que esse uso ultrapasse o instrumental. As poucas experiências inovadoras encontradas demonstram que o capital tecnológico dos professores é um fator preponderante para as mudanças nas práticas pedagógicas, mas essas experiências isoladas ainda não têm um potencial de difusão e adesão do grupo, pois não há na Instituição um clima favorável à inovação, talvez por não existir um projeto institucional de fomento ao uso de tecnologias digitais na prática pedagógica ou uma política institucional de formação de professores, que estabeleça metas para a melhoria na formação dos professores. / [en] The present study focused on pedagogical practices with the use of digital technologies in undergraduate courses at the Federal University of Mato Grosso do Sul (UFMS). The general objective of the research was to identify and analyze the characteristics of pedagogical practices with the use of digital technologies from the point of view of institutional projects and the perceptions of teachers and students of these courses, in order to identify the level of technological capital of teachers and the relation of this capital to pedagogical practices, considered innovative within the institutional context. The methodological path started with a literature review, through the analysis of course projects, a questionnaire for coordinators and a questionnaire for teachers and students, finalizing with teachers and students interviews. We highlighted on this study the integration of different analytical procedures in order to obtain descriptive, relational and comprehensive knowledge. The research indicates that, although in most pedagogical projects there are disciplines that deal with the use of digital technologies and that teachers use several digital resources in their pedagogical practices, the level of incorporation does not yet allow this use to overcome the instrumental one. The few innovative experiences found demonstrate that, the technological capital of teachers is a preponderant factor for the changes in pedagogical practices, but these isolated experiences do not yet have a dissemination and adhesion potential of the group, since there is not a favorable climate for the innovation in the institution, perhaps because there is no institutional project to foster the use of digital technologies in pedagogical practice or a teacher training institutional policy that establishes goals for improvement in teacher training.