La théorie néo-institutionnelle laisse le plus souvent le consommateur en marge de ses questionnements. Pourtant, le concept de travail institutionnel par les pratiques permet de prendre en considération les pratiques des consommateurs en vue de maintenir ou de rompre avec les pratiques précédemment institutionnalisées ou encore d’en créer de nouvelles. Une prise en compte de la dimension matérielle des pratiques, permet en outre de considérer le rôle des objets dans les processus de travail institutionnel des consommateurs. Le cas de l’industrie de la musique enregistrée en France de 1994 à 2014, c’est à dire la période du passage au MP3, en téléchargement puis en streaming, est étudié grâce à une démarche inductive de théorie enracinée. Cette thèse montre que les consommateurs collaborent pour réaliser trois types de travail institutionnel (maintien, rupture, création). Ils sont en mesure de rompre avec les pratiques institutionnalisées en « bricolant » à partir des pratiques et objets à disposition, notamment des objetscommunautésqui jouent un rôle de mise en commun d’informations ou d’objets. En outre, la résilience des objets ne contribue pas seulement au maintien des pratiques mais aussi à leur rupture et à l’institutionnalisation de nouvelles pratiques. / Consumers are most of the time left at the margins of neo-institutional theory. Yet, the institutional work concept makes it possible to consider consumer practices aimed at maintaining or disrupting formerly institutionalized practices or at creating new ones. Furthermore, taking into account the practices material dimension allows us to consider how objects play a role in consumer institutional work processes. The case of the French recorded music industry from 1994 to 2014 - when MP3 downloading then streaming overcame CD consumption practices - is studied with a grounded theory inductive approach. Our dissertation shows that consumers collaborate in order to perform institutional work (maintaining, disrupting and creating institutionalized practices). To disrupt institutionalized practices, they use « bricolage » to assemble available practices and objects, among themcommunity-objects that play a specific role: sharing information and objects. Moreover, material resilience, not only contributes to practice maintenance but also to disruption and new practices institutionalization.

The aim of this diploma thesis is to study how nonhuman agents are introduced and employed as a replacement for social reproduction by analyzing the environment and types of exchange practiced in the countryside of post-socialist Russia. The farm where my fieldwork took place exhibits many types of exchange, among which cryptocurrencies, seen as a socio- material algorithm, are used for the redistribution of essential goods and/or favors in a method similar to those used in former socialist and post-socialist economies. Drawing from the anthropological discussion on gift-commodity logic in the area, I look at cryptocurrencies as a hybrid - they hold the qualities of a gift (authority, name) and could be used to speculate with on the crypto stock-exchange (commodity). Key words: alternative economies, post-socialism, cryptocurrencies, algorithms, sociomateriality

One of the most critical issues of our time is sustainability. Simultaneously, techno optimism is prevailing in public discourse suggesting that technology will create a sustainable future without requiring drastic changes. Despite the connection that is often drawn between technology and sustainability and the presence of technologies in organisations, research combining the two concepts remains limited and does not account for the interplay of social values and technological artefacts. To overcome this incomplete picture of technology, this thesis employs sociomateriality to investigate how sustainability and technology are understood in relation to each other by young sustainability practitioners in for-profit organisations. Following the social constructivist philosophy, nine semi-structured interviews were conducted which show that practitioners recognise the environmental and social limits to development and use the triple bottom line (TBL), consisting of economic, environmental and social dimensions to translate sustainability into organisations. However, TBL implementation varies between organisations showing the difficulty of unifying organisational sustainability in one concept. Furthermore, young sustainability practitioners understand technology as sociomaterial, describing the interplay between an artefact’s affordances and restraints, and the practitioner’s configuration work that co-create outcomes. Moreover, the interviewees are optimists not because they rely on technology, but they believe in human’s ability to change which differs from techno optimism. It can be concluded that practitioners are critical about relying on technology for sustainability and believe that sustainability is created through an interplay of humans with technology, transferring responsibility to humans. When it comes to creating a sustainable future, they first struggled to envision an alternative future beyond technological developments but started imagining when given space to reflect. One outcome of the research is that young sustainability practitioners must be given room to reflect on their understanding of sustainability, technology and their relationship as the first step to taking actions to create the future.

O uso de Tecnologias de Informação e Comunicação (TICs) impacta diretamente a forma como indivíduos encaram e se relacionam com os diversos aspectos da vida social. Hoje se vê que o espaço está no tempo e o tempo está no espaço, e verifica-se que estas duas dimensões estão sendo remodeladas pelo uso de intenso de TICs. No âmbito educacional, a Educação a Distância (EAD), tem se apresentado como uma modalidade de ensino em que professores e alunos podem tratar de forma mais flexível as dimensões de tempo e espaço, e isso se deve ao uso intensivo da internet e das TICs. Diante dessa realidade, o presente estudo tem como objetivo analisar a gestão da EAD nas Instituições Públicas Federais de Ensino Superior (IFES) do Estado do Rio Grande do Sul sob a perspectiva de um território influenciado pelas TICs. São utilizadas como bases teóricas para operacionalizar este objetivo a abordagem territorial e as visões da sociomaterialidade e dos estudos de tempoespaço, enquanto perspectivas analíticas do uso de TICs no território. Com essas perspectivas teóricas é desenvolvido e utilizado um modelo de estudos. O objetivo da pesquisa é abordado de forma qualitativa, utilizando como método de pesquisa o estudo de caso único e incorporado. Os dados da pesquisa foram conseguidos por meio da coleta de documentos e da realização de entrevistas com o principal gestor do Setor de EAD e com professores das IFES; e a análise dos dados se deu utilizando a análise de conteúdo. Os resultados apontam para diferenças nas estruturas organizacionais das IFES do Estado do Rio Grande do Sul, bem como para a influência dos programas de fomento do governo federal na estrutura do Setor de EAD dessas IFES. São apresentadas estratégias para lidar com alguns desafios da modalidade EAD identificados pelos entrevistados. No que tange a visão sociomaterial, fica evidente a impossibilidade de serem definidos resultados a priori de uma interação entre agentes humanos e tecnológicos num interesse organizacional; sejam essas interações de cunho administrativo ou pedagógico. A influência das TICs na concepção das ações humanas evidencia o entrelaçamento constitutivo dos aspectos sociais e materiais da vida organizacional das IFES estudadas. Percebe-se a existência de um ‘tempoespaço socialmente construído’ por meio de um contínuo de relações entre atores humanos e tecnológicos; e também a necessidade de se conceder ‘liberdade de adaptação contextual’ aos atores da EAD, para que possam fazer uma leitura contextual adequada dos tempos, espaços, tecnologias e conteúdos com que venham a se relacionar. / The use of Information and Communication Technologies (ICT) directly impacts the way individuals perceive and relate to the various aspects of social life. Today we see that space is in time and time is in space, and it is verified that these two dimensions are being remodeled by the intense use of ICT. In education, e-learning has emerged as a method of teaching in which teachers and students can, more flexibly, address the dimensions of time and space, and this is due to the intensive use of the Internet and ICTs. Given this reality, the present study looks to analyze the management of EAD in Federal Public Institutions of Higher Education (IFES) of the State of Rio Grande do Sul from the perspective of a territory influenced by ICTs. As a theoretical basis to operationalize this goal, the territorial approach and the visions of sociomateriality and studies of timespace are used, while analytical perspectives of the use of ICTs in the territory. With these theoretical perspectives in consideration a study model is developed and used. The objective of the research is approached in a qualitative manner, using as a research method a single and embedded case study. The research data were obtained by collecting documents and interviewing teachers and the main manager of the Elearning Department of IFES; and the data analysis was based on content analysis. The results indicate differences in the organizational structures of IFES on the State of Rio Grande do Sul, as well as the influence of the incentive programs of the Federal Government in the structure of E-learning Department. Strategies to deal with some challenges of E-learning identified by respondents are presented. Regarding the sociomateriality view, it is evident the impossibility of defining “a priori” results from an interaction between human and technological agents in organizational interest; being these interactions of an administrative or educational interest. The influence of ICT in the design of human actions demonstrates the constitutive entanglement of social and material aspects of organizational life. It was perceived the existence of a 'socially constructed timespace' through an ongoing of relations between human and technological actors; and also the need to grant ‘freedom of contextual adaptation' to the actors of the E-learning, so that they can make a proper contextual reading of the times, spaces, technologies and content with which they will relate.

Sous l'effet d'évolutions matérielle (techniques et technologiques), le monde des organisations évolue aujourd'hui à très grande vitesse. Ce phénomène affecte le sens que les travailleurs construisent à partir de leur activité. Cette double problématique fait l’objet de deux courants de recherche distincts, l’un sur la construction identitaire en contexte organisationnel (Alvesson et Willmott, 2002), l’autre sur le rôle de la matérialité dans l’organizing (Orlikowski, 2007 ; Leonardi, 2011, 2012, 2013). Dans cette recherche, nous tentons de les rapprocher pour étudier les relations entre l’identité professionnelle d’une communauté de métier et la matérialité de son environnement de travail dans le cadre de la pratique quotidienne de l’activité professionnelle. Nous réalisons pour cela une ethnographie organisationnelle auprès de la communauté des conducteurs de train de la SNCF. Le matériau recueilli permet de mettre à jour le rôle de leur identité professionnelle dans l’appréhension et l’utilisation des artefacts présent dans la cabine de conduite. Notre recherche analyse également l’influence de l’évolution des artefacts liés à la conduite sur l'identité professionnelle des conducteurs de train, en identifiant des dynamiques parallèles de déqualification et d’enrichissement du travail. / Due to material evolutions (technical and technological), organizations are changing at a very fast pace. This phenomenon influences how workers thrive meaning from their activities. This dual issue has been adressed by two separate research streams : on the one hand, scholars have tried and understand identity construction within organizations (Alvesson et Willmott, 2002), on the other hand, more work is being published on the role of materiality in organizing (Orlikowski, 2007 ; Leonardi, 2011, 2012, 2013). In my research, I try to draw on both these research streams in order to study the relations between the professional identity of an occupational community and the materiality of its work environment, focusing on everyday practices. To do so, I fulfilled organizational ethnography amongst the occupational community of train drivers at SNCF. Empirical evidence shows the role of their professional identity in building their representations and use of artefacts present in the train cabin. This research also analyses the influence of evolving driving artefacts on train driver's identity by establishing parallel deskilling and job enrichment dynamics.

Submitted by Ulysses Pereira Pacheco FIlho (upacheco@uol.com.br) on 2018-03-26T18:33:52Z No. of bitstreams: 1 Dissertacao Final_Ulysses_Pacheco_1803226.pdf: 4866806 bytes, checksum: 1be8f0adc2f823e6aed9893370142ff5 (MD5) / Approved for entry into archive by Debora Nunes Ferreira (debora.nunes@fgv.br) on 2018-03-26T21:10:11Z (GMT) No. of bitstreams: 1 Dissertacao Final_Ulysses_Pacheco_1803226.pdf: 4866806 bytes, checksum: 1be8f0adc2f823e6aed9893370142ff5 (MD5) / Approved for entry into archive by Isabele Garcia (isabele.garcia@fgv.br) on 2018-03-27T21:02:13Z (GMT) No. of bitstreams: 1 Dissertacao Final_Ulysses_Pacheco_1803226.pdf: 4866806 bytes, checksum: 1be8f0adc2f823e6aed9893370142ff5 (MD5) / Made available in DSpace on 2018-03-27T21:02:13Z (GMT). No. of bitstreams: 1 Dissertacao Final_Ulysses_Pacheco_1803226.pdf: 4866806 bytes, checksum: 1be8f0adc2f823e6aed9893370142ff5 (MD5) Previous issue date: 2018-02-26 / In this Master’s thesis, we investigate how reputation systems can interfere on trust building between strangers who are participants in the sharing economy. It can be defined as an economic activity, powered by a technological platform, based on the interactions between providers and users. Our focus is to study how a provider may feel more comfortable lending his asset or providing his time to a stranger. We explore how a system of mutual reputation can be the catalyst for the development of initial trust among strangers. By doing so, we have tried to fill a gap, identified in the literary review, about the use of mutual reputation systems in sharing economy. Since this is based on mutual interference, the theoretical lens of sociomateriality was used, allowing us to analyze the dynamic construction of the reputation systems and its use and the agential cuts related to the incentive and punishment of users of this economy. The empirical part of how the reputation system is used has been done through a single case study where we verify the use of the reputation system of the Uber passenger by the driver on provision of ridesharing services. Through semi-structured driver interviews, documentation analysis and netnography of Facebook’s and WhatsApp’s drivers groups, we were able to identify provider’s profiles with different initial trust requirements. We also identify the strong interference that intermediaries can exert on the usage of the reputation system by creating forms of provider’s oppression. And finally, we identify the result of sociomaterial bricolage when providers adopt new practices of using the reputation system to compensate the idiosyncrasies of intermediaries like Uber. As practical contributions, we emphasize the importance of equal treatment to the players of Sharing Economy platforms. On mutual evaluation reputational systems, the favoring any of the players contaminates the evaluation and the use of the reputation, invalidating it as apparatus of measuring the initial trust. We also emphasize the need to regulate the intermediaries’ behavior, by limiting abuses on information manipulation, provider’s management (providing a right of defense) and abusive pricing practices. There are also several suggestions for enhancing platform capabilities to facilitate the use of the reputation system such as disclosing punishments and incentives to users or what should be evaluated by providers and users after collaboration. / Nesta dissertação, investigamos como sistemas de reputação podem interferir na construção da confiança entre estranhos que são participantes da Economia Compartilhada (EC). Ela pode ser definida como uma atividade econômica, viabilizada por uma plataforma tecnológica, baseada nas interações entre provedores e usuários. Nosso foco de estudo é como um provedor pode se sentir mais confortável em emprestar seu ativo ou seu tempo a um estranho. Exploramos como um sistema de reputação mútuo pode ser o catalizador do desenvolvimento da confiança inicial entre estranhos. Desta forma, tentamos cobrir uma lacuna, identificada na revisão literária, sobre o uso de sistemas de reputação mútuo em Economia Compartilhada. Como se trata de uma relação de mútua interferência, utilizamos a lente teórica da sociomaterialidade que nos permitiu analisar a construção dinâmica dos sistemas de reputação e seus usuários, bem como prover cortes agenciais em relação ao incentivo e à punição de usuários desta economia. A exploração empírica de como o sistema de reputação é utilizado foi feito por meio de um estudo de caso único, no qual verificamos a utilização do sistema de reputação do passageiro pelo motorista da Uber na prestação de serviços de transporte individual. Por intermédio de entrevistas semiestruturadas com motoristas, análise de documentação e netnografia em grupos de motoristas no Facebook e WhatsApp, pudemos contribuir para a identificação de perfis de provedores com diferentes necessidades de confiança inicial. Também identificamos a forte interferência que os intermediários podem exercer no uso do sistema de reputação ao criar formas de opressão ao provedor. E, por último, contribuímos para a descoberta do resultado de bricolagem sociomaterial quando provedores adotam novas práticas de utilização do sistema de reputação para compensar as idiossincrasias dos intermediários como Uber. Como contribuições práticas, destacamos a importância do tratamento igualitário a provedores e a usuários de plataformas de EC. Em sistemas de reputação de avaliação mútua, o favorecimento do intermediário a qualquer dos participantes acaba contaminando a avaliação e a utilização da reputação, invalidando-a como aparato de medição da confiança inicial. Também salientamos a necessidade de regular o comportamento dos intermediários em relação aos abusos na manipulação de informações, gerenciamento de provedores (como direito de defesa) e práticas de preços abusivos. Há também várias sugestões de melhorias dos recursos das plataformas para facilitar o uso do sistema de reputação como a divulgação de punições e incentivos a usuários ou do que deve ser avaliado pelos provedores e usuários após a colaboração.

Submitted by Morgana Silva (morgana_linhares@yahoo.com.br) on 2016-06-16T18:22:06Z No. of bitstreams: 1 arquivototal.pdf: 3554110 bytes, checksum: 35c61671dc9bf20c3fd19db81c250e70 (MD5) / Approved for entry into archive by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2016-06-20T11:51:33Z (GMT) No. of bitstreams: 1 arquivototal.pdf: 3554110 bytes, checksum: 35c61671dc9bf20c3fd19db81c250e70 (MD5) / Approved for entry into archive by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2016-06-20T11:51:59Z (GMT) No. of bitstreams: 1 arquivototal.pdf: 3554110 bytes, checksum: 35c61671dc9bf20c3fd19db81c250e70 (MD5) / Made available in DSpace on 2016-06-20T11:52:12Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 3554110 bytes, checksum: 35c61671dc9bf20c3fd19db81c250e70 (MD5) Previous issue date: 2016-02-25 / Education for some time has been receiving great attention and influence of the Administration, through the introduction of models of school management, which includes, among other things, the discussion curriculum, budget organization and people management. However, in this study, the school management of basic education will be examined from the lens of Practice-based Studies (PBS), specifically the sociomateriality. The lens of the PBS and sociomateriality, allows us to see the school management beyond the prescriptive control of internal variables. Thus, by studying the school management for this approach, this practice does not occur through the “hands” of the Director, but this is a dynamic phenomenon, and that takes a lot of nuances that are dependent on the action of various actors (human and non-human). Thus, the overall objective of this research was to analyze the practice of school management in light of sociomateriality in a public school of the Brazilian State of Paraíba in the northeast of the country. To the achievement of the goals, it was the qualitative research, through data collection techniques: shadowing, associated with the moviments of zooming-ing and zooming out and Interview to the double. In addition, also direct observations and informal conversations were adopted. For data analysis, we used the framework drafted by Bispo (2015) to guide data analysis processes in research using the PBS. With regard to the results, it was identified the existence of three practices that together support the "texture" of school management practices, they are: practice of educational management, the practice of administrative management and practice management with the community. It was noticed also the strong presence of the tranverse element political aspect to all practices that make up the "texture" of the school management. In addition, it became evident as the practice of school management doesn't happen way isolated, but is linked to a larger texture of practices. With respect to the sociomaterial aspect of the practice of school management, it was noticed the constant presence of non-human actors as agents of construction, reproduction and modification of the practice, providing support for the implementation of the practice, mediating the relationship between other actors, or even directing the conduct of practice. Finally, this study sought to contribute to theoretical and practical way for the construction of the knowledge of the field from the experiments experienced. / A educação há algum tempo vem recebendo grande atenção e influência da administração, principalmente por meio da tentativa de introdução de modelos de gestão escolar, o que inclui, entre outras coisas, a discussão de currículos, organização orçamentária e gestão de pessoas. Contudo, neste estudo, a gestão escolar do ensino básico será analisada a partir da lente dos Estudos Baseados em Prática (EBP), mais especificamente a sociomaterialidade. A lente dos EBP e da sociomaterialidade, nos permite enxergar a gestão escolar além do controle prescritivo de variáveis internas. Dessa forma, ao estudar a gestão escolar por essa abordagem, entende-se essa prática não ocorre por meio das “mãos” do diretor, mas trata-se de um fenômeno dinâmico, situado e que assume várias nuances que dependem da ação de diversos atores (humanos e não-humanos). Assim, o objetivo geral dessa pesquisa foi analisar a prática da gestão escolar a luz da sociomaterialidade em uma escola pública do estado brasileiro da Paraíba localizado no nordeste do país. Para o alcance dos objetivos, utilizou-se a pesquisa qualitativa, por meio das técnicas levantamento de dados: shadowing, associado aos movimentos de zooming-ing e zooming-out e o Interview to the double. Além disso, utilizou-se observações diretas e conversas informais. Para análise dos dados, foi utilizado o framework elaborado por Bispo (2015) para orientar processos de análise de dados em pesquisas que utilizem a abordagem dos EBP. No que se refere aos resultados, foi identificado a existência de três fragmentos de práticas que juntas suportam a “textura” de práticas da gestão escolar, são elas: prática pedagógica, prática do apoio administrativo e prática do interesse social. Percebeu-se também a forte presença do aspecto político como elemento transversal à todas as práticas que compõem a “textura” da gestão escolar. Além disso, ficou evidente como a prática da gestão escolar não acontece de maneira isolada, mas está interligada a uma textura maior de práticas. No que tange ao aspecto sociomaterial da prática da gestão escolar, percebeu-se a sua constante presença de atores não-humanos como agentes de construção, reprodução e modificação da prática, seja proporcionando suporte para a realização da prática, mediando a relação entre outros atores, ou até mesmo direcionando a condução da prática. Por fim, esta pesquisa buscou contribuir de maneira prática e teórica para a construção do conhecimento do campo a partir das experiências vivenciadas.

O uso de Tecnologias de Informação e Comunicação (TICs) impacta diretamente a forma como indivíduos encaram e se relacionam com os diversos aspectos da vida social. Hoje se vê que o espaço está no tempo e o tempo está no espaço, e verifica-se que estas duas dimensões estão sendo remodeladas pelo uso de intenso de TICs. No âmbito educacional, a Educação a Distância (EAD), tem se apresentado como uma modalidade de ensino em que professores e alunos podem tratar de forma mais flexível as dimensões de tempo e espaço, e isso se deve ao uso intensivo da internet e das TICs. Diante dessa realidade, o presente estudo tem como objetivo analisar a gestão da EAD nas Instituições Públicas Federais de Ensino Superior (IFES) do Estado do Rio Grande do Sul sob a perspectiva de um território influenciado pelas TICs. São utilizadas como bases teóricas para operacionalizar este objetivo a abordagem territorial e as visões da sociomaterialidade e dos estudos de tempoespaço, enquanto perspectivas analíticas do uso de TICs no território. Com essas perspectivas teóricas é desenvolvido e utilizado um modelo de estudos. O objetivo da pesquisa é abordado de forma qualitativa, utilizando como método de pesquisa o estudo de caso único e incorporado. Os dados da pesquisa foram conseguidos por meio da coleta de documentos e da realização de entrevistas com o principal gestor do Setor de EAD e com professores das IFES; e a análise dos dados se deu utilizando a análise de conteúdo. Os resultados apontam para diferenças nas estruturas organizacionais das IFES do Estado do Rio Grande do Sul, bem como para a influência dos programas de fomento do governo federal na estrutura do Setor de EAD dessas IFES. São apresentadas estratégias para lidar com alguns desafios da modalidade EAD identificados pelos entrevistados. No que tange a visão sociomaterial, fica evidente a impossibilidade de serem definidos resultados a priori de uma interação entre agentes humanos e tecnológicos num interesse organizacional; sejam essas interações de cunho administrativo ou pedagógico. A influência das TICs na concepção das ações humanas evidencia o entrelaçamento constitutivo dos aspectos sociais e materiais da vida organizacional das IFES estudadas. Percebe-se a existência de um ‘tempoespaço socialmente construído’ por meio de um contínuo de relações entre atores humanos e tecnológicos; e também a necessidade de se conceder ‘liberdade de adaptação contextual’ aos atores da EAD, para que possam fazer uma leitura contextual adequada dos tempos, espaços, tecnologias e conteúdos com que venham a se relacionar. / The use of Information and Communication Technologies (ICT) directly impacts the way individuals perceive and relate to the various aspects of social life. Today we see that space is in time and time is in space, and it is verified that these two dimensions are being remodeled by the intense use of ICT. In education, e-learning has emerged as a method of teaching in which teachers and students can, more flexibly, address the dimensions of time and space, and this is due to the intensive use of the Internet and ICTs. Given this reality, the present study looks to analyze the management of EAD in Federal Public Institutions of Higher Education (IFES) of the State of Rio Grande do Sul from the perspective of a territory influenced by ICTs. As a theoretical basis to operationalize this goal, the territorial approach and the visions of sociomateriality and studies of timespace are used, while analytical perspectives of the use of ICTs in the territory. With these theoretical perspectives in consideration a study model is developed and used. The objective of the research is approached in a qualitative manner, using as a research method a single and embedded case study. The research data were obtained by collecting documents and interviewing teachers and the main manager of the Elearning Department of IFES; and the data analysis was based on content analysis. The results indicate differences in the organizational structures of IFES on the State of Rio Grande do Sul, as well as the influence of the incentive programs of the Federal Government in the structure of E-learning Department. Strategies to deal with some challenges of E-learning identified by respondents are presented. Regarding the sociomateriality view, it is evident the impossibility of defining “a priori” results from an interaction between human and technological agents in organizational interest; being these interactions of an administrative or educational interest. The influence of ICT in the design of human actions demonstrates the constitutive entanglement of social and material aspects of organizational life. It was perceived the existence of a 'socially constructed timespace' through an ongoing of relations between human and technological actors; and also the need to grant ‘freedom of contextual adaptation' to the actors of the E-learning, so that they can make a proper contextual reading of the times, spaces, technologies and content with which they will relate.

Understanding dynamic, unpredictable, multiple, pluralistic and entangled relations in technology and organization is an inherent endeavor of the Information System (IS) research. However, recent innovation and changes in technology and organizations have posed significant challenges to the existing theoretical and methodological lens to analyze mutually dependent, ensemble, inseparable, ceaselessly intra-actable and constitutively entangled relations in technology and organizations. In line, this study employed sociomateriality as a wider theoretical lens to analyze constitutive entanglements and disentanglements in technology and organization illustrated with a case of E-service of land record in Bangladesh. This study has applied sociomateriality along with intra-actions, diffraction, relational ontology and performativity lens to trace continuous constitutive entanglements and disentanglements in the E-service. Thus, this study identified significance of constitutive entanglement lens through tracing unprecedented changes, unintended consequences and unexpected outcomes from the intra-actions, diffractions, relationalities and performativity in the organizational context and technological process of the E-service. This study has developed ‗action design ethnographic research' (ADER) as an in-depth methodological framework through conducting 'action design research‘ (ADR) in the process of ethnographic research (ER). In line, this study has formulated problems in organizational contexts, designed and redesigned solutions through mutually reciprocal relations between the researcher and clients, conducted concurrent evaluation and identified learning. Consequently, this study has addressed the practitioners' problems through engaging and intervening in the organizational contexts and technological processes of the E-service of land record in Bangladesh. Thus, both the sociomaterial lens and ADER offered potentials to design and redesign the organizational contexts and the E-service processes. Along the line, the study has contributed to theory and practice of IS research through applying sociomateriality and addressing practitioners‘ problems. Therefore, this study has made significant contribution to knowledge and practice.

O uso de Tecnologias de Informação e Comunicação (TICs) impacta diretamente a forma como indivíduos encaram e se relacionam com os diversos aspectos da vida social. Hoje se vê que o espaço está no tempo e o tempo está no espaço, e verifica-se que estas duas dimensões estão sendo remodeladas pelo uso de intenso de TICs. No âmbito educacional, a Educação a Distância (EAD), tem se apresentado como uma modalidade de ensino em que professores e alunos podem tratar de forma mais flexível as dimensões de tempo e espaço, e isso se deve ao uso intensivo da internet e das TICs. Diante dessa realidade, o presente estudo tem como objetivo analisar a gestão da EAD nas Instituições Públicas Federais de Ensino Superior (IFES) do Estado do Rio Grande do Sul sob a perspectiva de um território influenciado pelas TICs. São utilizadas como bases teóricas para operacionalizar este objetivo a abordagem territorial e as visões da sociomaterialidade e dos estudos de tempoespaço, enquanto perspectivas analíticas do uso de TICs no território. Com essas perspectivas teóricas é desenvolvido e utilizado um modelo de estudos. O objetivo da pesquisa é abordado de forma qualitativa, utilizando como método de pesquisa o estudo de caso único e incorporado. Os dados da pesquisa foram conseguidos por meio da coleta de documentos e da realização de entrevistas com o principal gestor do Setor de EAD e com professores das IFES; e a análise dos dados se deu utilizando a análise de conteúdo. Os resultados apontam para diferenças nas estruturas organizacionais das IFES do Estado do Rio Grande do Sul, bem como para a influência dos programas de fomento do governo federal na estrutura do Setor de EAD dessas IFES. São apresentadas estratégias para lidar com alguns desafios da modalidade EAD identificados pelos entrevistados. No que tange a visão sociomaterial, fica evidente a impossibilidade de serem definidos resultados a priori de uma interação entre agentes humanos e tecnológicos num interesse organizacional; sejam essas interações de cunho administrativo ou pedagógico. A influência das TICs na concepção das ações humanas evidencia o entrelaçamento constitutivo dos aspectos sociais e materiais da vida organizacional das IFES estudadas. Percebe-se a existência de um ‘tempoespaço socialmente construído’ por meio de um contínuo de relações entre atores humanos e tecnológicos; e também a necessidade de se conceder ‘liberdade de adaptação contextual’ aos atores da EAD, para que possam fazer uma leitura contextual adequada dos tempos, espaços, tecnologias e conteúdos com que venham a se relacionar. / The use of Information and Communication Technologies (ICT) directly impacts the way individuals perceive and relate to the various aspects of social life. Today we see that space is in time and time is in space, and it is verified that these two dimensions are being remodeled by the intense use of ICT. In education, e-learning has emerged as a method of teaching in which teachers and students can, more flexibly, address the dimensions of time and space, and this is due to the intensive use of the Internet and ICTs. Given this reality, the present study looks to analyze the management of EAD in Federal Public Institutions of Higher Education (IFES) of the State of Rio Grande do Sul from the perspective of a territory influenced by ICTs. As a theoretical basis to operationalize this goal, the territorial approach and the visions of sociomateriality and studies of timespace are used, while analytical perspectives of the use of ICTs in the territory. With these theoretical perspectives in consideration a study model is developed and used. The objective of the research is approached in a qualitative manner, using as a research method a single and embedded case study. The research data were obtained by collecting documents and interviewing teachers and the main manager of the Elearning Department of IFES; and the data analysis was based on content analysis. The results indicate differences in the organizational structures of IFES on the State of Rio Grande do Sul, as well as the influence of the incentive programs of the Federal Government in the structure of E-learning Department. Strategies to deal with some challenges of E-learning identified by respondents are presented. Regarding the sociomateriality view, it is evident the impossibility of defining “a priori” results from an interaction between human and technological agents in organizational interest; being these interactions of an administrative or educational interest. The influence of ICT in the design of human actions demonstrates the constitutive entanglement of social and material aspects of organizational life. It was perceived the existence of a 'socially constructed timespace' through an ongoing of relations between human and technological actors; and also the need to grant ‘freedom of contextual adaptation' to the actors of the E-learning, so that they can make a proper contextual reading of the times, spaces, technologies and content with which they will relate.