Background: In today’s digital landscape, the use of digital technologies are important  for companies to improve their productivity and keep their competitive  position on the market. Existing literature primarily focus on larger   companies and their digital adoption for survival. However,    micro-enterprises constitute a significant share of the market, yet they  receive little attention. Therefore, understanding the relationship between  their perception of digital technologies and how it affects their adoption  could be crucial.  Purpose:  This study explores how decision-makers perceive digital technologies in   order to understand how this affects the adoption of these within their    micro-enterprise. The study’s goal is to deepen the understanding of this   area and to provide insights both theoretically and practically.  Method: The study is based on an exploratory qualitative research design. By the  use of grounded theory building, we aimed to derive theoretical insights  from our empirical data consisting of eight semi-structured interviews  with decision-makers in micro-enterprises. We analyzed the collected  data using thematic analysis to identify commonalities or differences,  in order to find our themes.  Conclusion: The findings show that the relationship between decision-makers'   perception of digital technologies and how that affect the adoption of  them in their micro-enterprise is more complex than the literature   explains. Through our findings, we identified that personal factors,   internal factors,  external factors and development factors influence their  perception. Moreover, we identified one additional layer consisting of  three separate parties; external support, external users and social factors,  which have an indirect effect on their adoption of digital technologies.

Made available in DSpace on 2016-04-27T14:48:45Z (GMT). No. of bitstreams: 1 Fabricio Rodrigo Marques.pdf: 1646944 bytes, checksum: 3e12bfb11d08b3b662aa834231cf89ed (MD5) Previous issue date: 2015-09-10 / Initial training for the use of digital information and communication technologies (TDIC) in education should be made by training courses for teachers, in particular, the teaching courses. However, this training, according to the constant technological innovations must be continued in order to guarantee teachers the opportunity to carry out educational experiments supported by well-founded and qualified TDIC. This research was organized around the question: how to build the initial training of pedagogy course students of PUCSP for use of TDIC in education, with the support Moodle learning virtual environment? And had the overall objective: reflect on thecontinuing education process of teachers for the use of TDIC in education, based on analysis of initial training experiences of the Faculty of Education students at PUCSP for the use of TDIC in education, supported by the environment Moodle virtual learning. And for specific objectives: to characterize the initial training for the use of TDIC in education offered in the Faculty of Education at PUCSP; analyze the experiences of teaching and learning the Faculty of Education, held in the Moodle environment, the classes 2011 and 2014; and identify possibilities for continued teacher training, using the Moodle environment for the use of technology in teaching and learning processes. The study was conducted in the form of qualitative research procedures and utilized as the documentary analysis of the National Curriculum Guidelines, the pedagogical project of the course of Pedagogy PUCSP; and teaching plans for thematic units who study technology in education. In addition, reviewed the records of educational experiences of initial training, developed with students of the course in Moodle environment used for the 2011 and 2014 classes were considered: student participation in forums and educational activities proposed and the collective construction knowledge registered in this context / A formação inicial para o uso de tecnologias digitais de informação e comunicação (TDIC) em educação deve ser realizada pelos cursos de formação de educadores, em particular, os cursos de Pedagogia. No entanto, essa formação, em função das constantes inovações tecnológicas deve ser continua, no sentido de garantir aos professores a possibilidade de realizar experiências educativas apoiadas em TDIC bem fundamentadas e qualificadas. Esta investigação se organizou em torno da questão: como se constrói a formação inicial dos alunos do curso de pedagogia da PUCSP para uso de TDIC em educação, com o apoio do ambiente virtual de aprendizagem Moodle? E teve por objetivo geral: refletir sobre os processos de formação continuada de professores para o uso da TDIC em educação, baseado na análise das experiências de formação inicial dos alunos do curso de Pedagogia da PUCSP para o uso de TDIC em educação, apoiadas pelo ambiente virtual de aprendizagem Moodle. E, por objetivos específicos: caracterizar a formação inicial para o uso de TDIC em educação oferecida no curso de Pedagogia da PUCSP; analisar as experiências de ensino e aprendizagem do curso de Pedagogia, realizadas no ambiente Moodle, para as turmas 2011 e 2014; e identificar possibilidades de formação continuada de professores, com a utilização do ambiente Moodle, para o uso das tecnologias em processos de ensino e aprendizagem. O estudo foi realizado na forma de pesquisa qualitativa e utilizou como procedimentos a análise documental: das Diretrizes Curriculares Nacionais, do Projeto Pedagógico do curso de Pedagogia da PUCSP; e dos planos de ensino das unidades temáticas que estudam tecnologias em educação. Além disso, analisou os registros das experiências educativas de formação inicial, desenvolvidas com os alunos do curso no ambiente Moodle utilizado para as turmas de 2011 e 2014. Foram considerados: a participação dos alunos nos fóruns e nas atividades de ensino propostas e a construção coletiva do conhecimento registrada neste contexto

This research examines the relationship between the development of a portfolio of interactive digital techniques and compositions, and its impact on user experiences of time and place. It is designed to answer two research questions: (i) What are some effective methods and techniques for evoking an enhanced awareness of past time and place using interactive digital technologies (IDTs)? (ii) How can users play a role in improving the development and impact of interfaces made with IDTs? The principal creative and thematic element of the portfolio is the concept of the palimpsest, and its artistic potential to reveal visual and aural layers that lie behind the landscapes and soundscapes around us. This research thus contributes to an evolving cadre of creative interest in palimpsests, developing techniques and compositions in the context of testing, collating user experience feedback, and improving the ways in which IDTs enable an artistic exploration and realisation of hidden layers, both aural and visual, of the past of place. An iterative theory-composition-testing methodology is developed and applied to optimise techniques for enabling users to navigate multiple layers of content, as well as in finding methods that evoke an increased emotional connection with the past of place. This iterative realisation cycle comprises four stages - of content origination, pre-processing, mapping and user interaction. The user interaction stage of this cycle forms an integral element of the research methodology, involving the techniques being subjected to formalised user experience testing, both to assist with their further refinement and to assess their value in evoking an increased awareness of time and place. Online usability testing gathered 5,451 responses over three years of iterative cycles of composition development and refinement, with more detailed usability labs conducted involving eighteen participants. Usability lab response categories span efficiency, accuracy, recall and emotional response. The portfolio includes a variety of interactive techniques developed and improved during its testing and refinement. User experience feedback data plays an essential role in influencing the development and direction of the portfolio, helping refine techniques to evoke an enhanced awareness of the past of place by identifying those that worked most, and least, effectively for users. This includes an analysis of the role of synthetic and authentic content on user perception of various digital techniques and compositions. The contributions of this research include: • the composition portfolio and the associated IDT techniques originated, developed, tested and refined in its research and creation • the research methodology developed and applied, utilising iterative development of aspects of the portfolio informed by user feedback obtained both online and in usability labs • the findings from user experience testing, in particular the extent to which various visual and aural techniques help evoke a heightened sense of the past of place • an exploration of the extent to which the usability testing substantiates that user responses to the compositions have the potential to establish an evocative connection that communicates a sense close to that of Barthes' punctum (something that pierces the viewer) rather than solely that of the studium • the role of synthetic and authentic content on user perception and appreciation of the techniques and compositions • the emergence of an analytical framework with the potential for wider application to the development, analysis and design of IDT compositions

This  thesis  conducts  a  philosophical,  theoretical, and  practical  exploration  of digital technology design to examine how digital technologies can fulfill our two-facet of existentiality – identified in the thesis as belonginess and novelty. By belonginess, I identify human’s innate need for a feeling of connectedness and harmony with the self, others, and the natural world. The word novelty implies the human interest in exploration, invention, and desire for new experiences. This research suggests that contemporary  digital  technologies  are  largely  novelty  need-oriented,  while  our belonginess  need  is  either  ignored  or  its  growth  curtailed.  The  research  question presented in this thesis is how and why can design enable digital technologies to mediate aligned  existentiality?  With  this  broad  question,  I  will  argue  that  an  alignment between digital technologies and our two-facet of existentiality can be met through refocused design practices.  Strong arguments have been forwarded that novelty focused digital technologies can reduce our existential  needs of belonginess. Digital technologies are leading consumerist  commodities  associated  with  creating  unrelenting  demand  for  new experiences.  The  search  for  constant  stimulation  and  novelty  has  resulted  in  a fragmented and alienated state of being-human where the only way of feeling a sense of belonging comes from consuming more novel experiences. As contemporary everyday life is increasingly intertwined with digital technologies, their effect on our way of being-human becomes even more notable.  Against  this  background,  the  research  attempts  to  ‘bring  back’  our  needs  of belonginess to an equal footing with novelty in digital technologies. I have examined the  current  digital  technology  design’s  philosophical,  theoretical,  and  practical foundations  to  refocus  design,  from  its  too  strong focus  on  developing  novelty experiences  to  mediating  aligned  existentiality.  With  the  aim  of  refocusing  the design  role,  a  theoretical  framework  based  on  holism  has  emerged  that  could provide design a background to focus on mediating aligned existentiality. Primarily ivinformed by three thinkers – Marin Heidegger, Karl Marx, and John Dewey – the proposed holistic theoretical framework aims to provide design with a basis to (1) embed belonginess values in digital technologies (2) redirect digital technologies from  alienating  values  such  as  consumerism,  and  (3)  provide  a  mediating materiality for digital technologies to advance aligned existentiality while in use. The  thesis  further  illustrates  the  proposed  holistic  dimensions  –  philosophy, theory, and practice – using three empirical materials. I argue that the proposed holistic foundation for design is also aligned with how digital technologies are being used in the everyday lifeworld. Consequently, by freeing design from its traditional responsibility of making technically savvy and novel artifacts and refocusing its role to mediating aligned existentiality, design can itself be used to support our being-human in the world of digital artifacts. / <p>Vid tidpunkten för disputationen var följande delarbeten opublicerade: delarbete 8 accepterat, delarbete 9 under granskning.</p><p>At the time of the doctoral defence the following papers were unpublished: paper 8 accepted, paper 9 under review.</p>

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-07-01T17:39:00Z No. of bitstreams: 1 Carine Bueira Loureiro.pdf: 1763000 bytes, checksum: c18ab4da36f23294d61e8c0992687281 (MD5) / Made available in DSpace on 2015-07-01T17:39:00Z (GMT). No. of bitstreams: 1 Carine Bueira Loureiro.pdf: 1763000 bytes, checksum: c18ab4da36f23294d61e8c0992687281 (MD5) Previous issue date: 2013 / Nenhuma / O objetivo desta tese é problematizar a disseminação das tecnologias digitais (TD) e a promoção da inclusão digital (ID) na educação. Essa problematização foi desenvolvida a partir das práticas discursivas mobilizadas por meio de quatro programas brasileiros destinados à propagação do uso das TD na educação pública, postos em funcionamento no período de 1980 a 2010. O conjunto de materiais de pesquisa é constituído pelos documentos relativos a estes quatro programas, a saber: Projeto EDUCOM, implantado em 1983; Programa Nacional de Informática Educativa (PRONINFE), posto em funcionamento em 1989; Programa Nacional da Informática na Educação (PROINFO), em vigência desde 1997, e Programa Um Computador por Aluno, sendo implementado desde 2010. Pautada no referencial dos estudos foucaultianos, para o exercício analítico, foram utilizados governamento e governamentalidade como conceitos/ferramentas. As análises empreendidas sobre os materiais de pesquisa e o exercício analítico permitiram identificar que a disseminação das TD, assim como a promoção da ID, na educação, se constituem, na atualidade, em necessidades. Por esse viés, percebeu-se que a disseminação das TD e a promoção da ID na educação podem favorecer outra forma de condução das condutas, que, aliada à produção de subjetividades voltadas para a constituição de sujeitos para viverem conforme os modos de vida que se instauram na Contemporaneidade, produz a governamentalidade eletrônica, a qual consiste em uma forma de desenvolvimento da governamentalidade neoliberal. Dessa forma, demonstra-se que a disseminação das TD e a promoção da ID na educação se constituem em estratégias da governamentalidade eletrônica operacionalizadas por meio de estratégias menores, como a capacitação de recursos humanos, a distribuição de computadores, a produção do desejo pela Internet, a educação em todos os espaços, a conexão em rede e a disponibilidade para acessar e ser acessado. Essas estratégias também operam na constituição do Homo oeconomicus acessibilis, um sujeito próprio para este tempo em que fazer uso das TD se constitui em uma necessidade. / The aim of this thesis is to discuss the spread of digital technologies (DT) and the promotion of digital inclusion (ID) in education. This questioning was developed from the discursive practices mobilized by four Brazilian programs aimed at spreading the use of TD in public education, put into operation in the period 1980-2010. The set of research material consists of documents relating to these four programs, namely: Project EDUCOM, implemented in 1983, the Programa Nacional de Informática Educativa (PRONINFE), put into operation in 1989, the Programa Nacional de Informática na Educação (PROINFO), in force since 1997, and One Laptop per Child program, implemented since 2010. Guided in the frame of Foucault studies, for analytical exercise, were used governing and governmentality how concepts / tools. The analyzes undertaken about materials research and analytical exercise have identified that spread/dissemination of TD, as well as the promotion of ID on education constitute, in actuality, needs. In this mode, it was perceived that TD dissemination and ID promotion in education can support otherwise conduct guiding, which, together with the production of subjectivities for the constitution of subjects to live according to this way live that are established in Contemporary, produce the electronic governmentality, which consists a form of development of neoliberal governmentality. Thus, it is demonstrated that TD dissemination and ID promotion in education constitute strategies of governmentality electronic operationalized through of strategies smallers, as training of human resources, distribution of computers, production of desire for Internet, education in all areas, networking and availability to access and be accessed. These strategies also operate in the Homo economicus acessibilis constitution, a proper subject for this time where to make use of TD constitutes a necessity. governmentality.

It is predicted that there will be more people over the age of 65 than under 5 by 2050 in developed countries. In recognition of the needs of an ageing population, there is a growing field of research in HCI focused on engaging older people with digital technologies. This thesis contributes to the field of ageing in HCI through a community-based participatory design investigation into the challenges and opportunities for older people to engage with digital tools in their everyday lives. We demonstrate how the commitments, practices and values of participatory design can be used to better understand and foster engagement between digital tools and older people through the support of community-based organisations. This is achieved through two case studies. The rst study with a traditional computer class at a local day centre. The second with a London-based intergenerational running club. The research reflects on and examines the details and decisions of the learning and adoption process across these two studies. We expand our view beyond the digital tools to the influences and situations that contribute to older people's attitudes and usage. Through the lens of participatory design and communities of practice we discuss the considerations of values, problem-solving, and identity that can potentially be transferred to other non-traditional digital learning environments for older people. We provide recommendations and reflect on our challenges to serve as guidance for other researchers engaging in similar participatory work `in-the-wild'.

Made available in DSpace on 2016-04-27T14:48:45Z (GMT). No. of bitstreams: 1 Cintia Santos Tolosa Bianchi.pdf: 1147438 bytes, checksum: 7ab22e6e84beccee09146dc26beaab72 (MD5) Previous issue date: 2015-09-08 / The public school system supervisor of the state of São Paulo, the largest regulator of the system, coexists with new demands of the school environment, imposed by rapid and continuous transformation of digital media, in particular, the cellular phone, which becomes increasingly sophisticated, depending on the possibilities of communication and information and affordability. This fact causes new forms of coexistence of the students with the equipment, making it somewhat indispensable and inseparable. At the same time, it creates difficulties for teachers and school staff, in order to manage this very intense relationship between students and phones. About that originates the central question of this research: How to offer subsidies to the state school system supervisor of São Paulo for mobile use as a teaching tool? The research had as main objective to prepare a proposal for continuing education in distance education addressed to education supervisors, to help them recognize the phone as an aid to teaching practice, considering their use of pedagogical possibilities. And specific objectives: to describe the function and the role of education supervisor and investigate pedagogical use proposals phone at school, appropriate supervisors and teachers. The research was developed in the form of documentary and bibliographical research, to subsidize the construction of a proposal for continuing education in distance education complement the teaching supervisor to recognize the educational possibilities of using mobile phone, considering the demands of contemporary educational reality and the need to encourage reformulation of the educational projects of the schools under his guidance / O supervisor de ensino da rede pública do estado de São Paulo, agente regulador do sistema, convive com novas demandas do ambiente escolar, impostas pela rápida e contínua transformação das mídias digitais, em particular, do telefone celular, que se torna cada vez mais sofisticado, em função das possibilidades de comunicação e informação e da acessibilidade econômica. Esse fato provoca novas formas de convivência dos estudantes com o equipamento, tornando-o de certo modo indispensável e inseparável. E, ao mesmo tempo, gera dificuldades para os professores e para a equipe escolar, no sentido de administrar essa relação tão intensa entre alunos e telefones. Desse fato decorre a questão central desta pesquisa: Como oferecer subsídios ao supervisor de ensino da rede estadual de São Paulo para que ele reconheça o celular como ferramenta pedagógica? A investigação teve por objetivo geral elaborar uma proposta de formação continuada em EaD, dirigida aos supervisores de ensino, no sentido de ajudá-los a reconhecer o celular como recurso auxiliar à prática educacional, considerando as suas possibilidades de uso pedagógico. E por objetivos específicos: descrever a função e o papel do supervisor de ensino e investigar propostas de uso pedagógico do celular na escola, adequadas aos supervisores e professores. A investigação foi desenvolvida na forma de pesquisa bibliográfica e documental, para subsidiar a construção de uma proposta de formação continuada em EaD, no sentido de auxiliar o supervisor de ensino a reconhecer as possibilidades de uso pedagógico do telefone celular, considerando as demandas da realidade educacional contemporânea e a necessidade de estimular reformulações dos projetos pedagógicos das escolas sob sua orientação

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-10-23T12:22:00Z No. of bitstreams: 1 Letícia Ferreira Frigo.pdf: 1475126 bytes, checksum: a0366034bcf56a5b72fe550bfe772a50 (MD5) / Made available in DSpace on 2017-10-23T12:22:00Z (GMT). No. of bitstreams: 1 Letícia Ferreira Frigo.pdf: 1475126 bytes, checksum: a0366034bcf56a5b72fe550bfe772a50 (MD5) Previous issue date: 2017-09-06 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The present research deals with the use of digital technologies in the classroom as an auxiliary resource in the teaching-learning process, aiming at the individual and / or collective cognitive extension of subjects guided by interactivity and the adoption of collaborative learning practices: hybrid teaching and connectivism. The corpus of this research is anchored in the use of these technologies in the construction of the student's autonomy, making him the co-author of his learning, from the information search process to the content transformation, through filtering and data selection. Within this link, the following questions are raised: [1] Are the procedures, which presuppose interactive bilaterality, adopted by the practice of hybrid teaching, and establishe the use of such technologies in the classroom, to be applicable? [2] Do connectivist practices that seek to expand content circulating on the web through data sharing really form networks of interests in which the subjects involved exchange discoveries? [3] What are the reasons why many schools and teachers reject technological immersion in school, discouraging and / or prohibiting the use of such equipment in schools? The hypotheses drawn during this research point to the need to define how these processes become possible; and to this end, the topics addressed to digital learning highlight some of these practices, such as the search for information, through rhizomatic navigation and hypertextual and / or hypermedia reading, and the development of self-learning practices. The research highlights the role of the teacher in face of this new panorama and his current attributions regarding the methodologies for the insertion of the subjects in the cyberspace. The objective of this work is justified in the use of digital equipment as auxiliary tools to promote the cognitive expansion of subjects and to increase collective intelligence through playful and transformative practices. The result of the research, noting these two intellectual effects through the use of these technologies and the large-scale exclusion of society, which is on the margins of this process, advocates the need to include more subjects in these innovations and democratize the use of digital technologies as way to reduce social differences generated by educational discrepancies in our society. Research indicates that matching the learning opportunities will reduce the social gulf among the students; Therefore, the adoption of collaborative practices with the use of digital technologies promotes inclusion in the learning spheres, potentially improving their socioeconomic conditions / A presente pesquisa versa sobre o uso das tecnologias digitais em sala de aula como recurso auxiliar no processo de ensino-aprendizagem, visando à ampliação cognitiva individual e/ou coletiva dos sujeitos pautada pela interatividade e pela adoção de práticas colaborativas de aprendizagem: ensino híbrido e conectivismo. O corpus desta pesquisa ancora-se no uso dessas tecnologias na construção da autonomia do aluno, tornando-o coautor de sua aprendizagem, desde o processo de busca de informações até a transformação dos conteúdos, passando pela filtragem e seleção dos dados. Dentro desse enlace, são levantadas as seguintes questões: [1] Os procedimentos, que pressupõem bilateralidade interativa, adotados pela prática do ensino híbrido, e estabelecem o uso de tais tecnologias em sala de aula seriam de fato aplicáveis? [2] As práticas conectivistas que visam ampliação dos conteúdos circulantes na web a partir do compartilhamento de dados, realmente formam redes de interesses nas quais os sujeitos envolvidos trocam descobertas? [3] Quais os motivos que levam muitas escolas e professores a rechaçarem a imersão tecnológica no âmbito escolar, desestimulando e ou proibindo o uso destes equipamentos nas escolas? As hipóteses traçadas durante essa pesquisa apontam para a necessidade de definir como esses processos tornam-se possíveis; e, para tanto, os tópicos destinados à aprendizagem digital ressaltam algumas dessas práticas, tais como a busca pela informação, por meio da navegação rizomática e de leituras hipertextuais e/ou hipermidiáticas, e o desenvolvimento de práticas de autoaprendizagem. A pesquisa ressalta o papel do professor diante desse novo panorama e de suas atuais atribuições quanto às metodologias para a inserção dos sujeitos no ciberespaço. O objetivo deste trabalho justifica-se no uso de equipamentos digitais como ferramentas auxiliares à promoção da ampliação cognitiva dos sujeitos e ao aumento da inteligência coletiva por meio de práticas lúdicas e transformadoras. O resultado da pesquisa, constatando esses dois efeitos intelectivos por meio do uso dessas tecnologias e a exclusão de grande camada da sociedade, que se encontra à margem desse processo, advoga a necessidade de incluir mais sujeitos nessas inovações e democratizar o uso das tecnologias digitais como forma de reduzir diferenças sociais geradas pelas discrepâncias educacionais em nossa sociedade. A pesquisa indica que se igualando as oportunidades de aprendizagem, diminuiri-se-a o abismo social entre os sujeitos; logo, a adoção de práticas colaborativas, com o uso das tecnologias digitais, promove inclusão nas esferas de aprendizagem, melhorando, potencialmente, suas condições socioeconômicas

O avanço das tecnologias vem sendo impulsionado por ferramentas como internet móvel, touchscreen, wirelles, dentre outras, possibilitando que o manuseio com auxílio destes dispositivos seja cada vez mais fácil e intuitivo, não necessitando de um tutorial ou mesmo de uma explicação completa por parte dos usuários para acessá-los. Desta forma, qualquer pessoa que tenha computador, celular, smartphone ou tablet conectado à internet, poderá produzir um vídeo, um texto ou uma imagem e compartilhá-los na rede. Os meios de comunicação e informação tornam-se maiores e menores ao mesmo tempo. Por meio de uma única ferramenta portátil, que comporta diversas mídias é possível que os conteúdos educacionais, e não somente conteúdos, mas informações, revistas, artigos possam ser acessados a qualquer tempo e em qualquer lugar. Diante deste novo paradigma, estar atento à forma com que as tecnologias estão sendo utilizadas pelas crianças, e como elas vêm percebendo este mundo digital se faz necessário. A presente pesquisa tem por objetivo observar e verificar como as crianças de 7 meses a 7 anos de idade estão se apropriando das tecnologias digitais, bem como percebem os atrativos oferecidos por elas. Adotou-se como aporte teórico a Epistemologia Genética de Piaget e suas principais obras sobre o desenvolvimento infantil, para melhor compreender os processos de desenvolvimento da inteligência da criança. Para tanto, a metodologia utilizada foi a aplicação de provas Piagetianas e, posteriormente, a realização desta mesma prova com o uso de recurso tecnológico. Durante estas atividades, foi utilizado o Método Clínico, já a análise das observações e interações das crianças, foi fundamentada a partir de obras de Piaget em que o desenvolvimento da inteligência infantil era abordada. Durante a pesquisa, foi possível observar o nítido interesse das crianças pelos aparelhos e pelas tecnologias digitais. As tecnologias digitais possibilitaram que as crianças realizassem constatações mais aprofundadas do que nas provas Piagetianas, pois os recursos tecnológicos apresentados envolveram diferentes sentidos, bem como proporcionaram que elas descobrissem coisas sem terem que fazer um esforço tão grande como quando trabalham com objetos concretos. O mundo virtual mostrou-se mais atrativo, porque possibilitou às crianças ter a oportunidade de aprender de modo não-formal, e sim fazendo e descobrindo sem seguir uma sequência definida. / The advancement of technologies has been driven by tools such as mobile internet, touchscreen, wirelles, among others, making it easier and more intuitive to handle these devices without requiring a tutorial or even a full explanation for the users to access them. Anyone with a computer, cell phone, smartphone or tablet connected to the internet can produce a video, text or image and share them on the web. Media and information become larger and smaller at the same time. With a single portable tool that contains several media, it is possible that educational content, educational content, general information, magazines, articles can be accessed anytime, anywhere. Facing this new paradigm, being aware of how technologies are being used by children and how they are perceiving this digital world becomes necessary. The present research aims to observe and verify how children from 7 months to 7 years of age are appropriating digital technologies as well as perceiving the attractions offered by them. It was adopted as a theoretical contribution the Piaget's Genetic Epistemology and his main works on child development, in order to better understand the processes of child intelligence development. For this, the methodology used was the application of Piagetian tests and, later, the accomplishment of this same test with the use of technological resources. During these activities, the Clinical Method was used. The analysis of the observations and children‟s interactions was based on works of Piaget in which the development of the child intelligence was approached. During the research, it was possible to observe the clear interest of the children by the devices and the digital technologies. Digital technologies made it possible for children to make more in-depth findings than in Piagetian tests because the technological features presented involved different senses as well as allowing them to discover things without having to make as much effort as when working with concrete objects. The virtual world proved to be more attractive because it enabled children to have the opportunity to learn in a non-formal way, but by doing and discovering without following a definite sequence.

O fenômeno metafórico, caro às ciências da linguagem, tem recentemente adentrado também os estudos cognitivos, visto que se tem advogado que a metáfora não ocorre apenas na linguagem, mas constitui processos do pensamento. Argumento aqui que a metaforização articula singularidades que operam na contiguidade entre linguagem e cognição e, nela, na invenção de si e do mundo. Para tanto, um projeto de pesquisa-intervenção foi cartografado, através da criação de um método com retalhos, denominado pat(c)hwork. No projeto, desenvolvido pelo Núcleo de Pesquisas em Ecologias e Políticas Cognitivas (NUCOGS-UFRGS), um jogo digital móvel baseado em localização foi produzido para ser jogado no Parque Jardim Botânico de Porto Alegre, em um contexto não formal de aprendizagem. O jogo foi testado por estudantes do 4º e 5º ano do ensino fundamental de uma escola pública conveniada com o parque e com o grupo de pesquisa, através de oficinas. O foco cartográfico enfatizou o linguajar como agir humano na linguagem, com especial atenção à hipótese de que o mesmo caracteriza-se também pela metaforicidade O referencial teórico apóia-se na teoria autopoiética, por meio da concepção de linguagem como linguajar, entrelaçada ao emocionar e ao conversar, compondo redes de conversação; na teoria da enação, mediante a noção de cognição incorporada; na linguística cognitiva, especialmente na teoria da metáfora conceitual, como processo de fabricação e organização que pressupõe a corporeidade; e na cognição inventiva, pela costura dos conceitos de políticas, ecologias e tecnologias cognitivas. Ao cartografarmos retalhos linguageiros de conexões entre os domínios físico e digital, necessários à jogabilidade de um jogo móvel de localização, esperamos contribuir para uma compreensão do fenômeno metafórico como modulador da linguagem e da cognição como ações corporificadas, emergentes e acentradas, processos e produtos de recorrências e recursões operadas no entrelaçamento linguajar-conhecer ao longo do viver. / The metaphorical phenomenon, dear to the sciences of language, has also recently entered the cognitive studies, since it has been argued that metaphor does not occur only in language, but constitutes processes of thought. I argue here that metaphorization articulates singularities that operate in the contiguity between language and cognition and, within it, in the invention of oneself and of the world. For this, a research-intervention project was mapped through the creation of a patchwork method, called pat(c)hwork. In the project, developed by the research group Núcleo de Ecologias e Políticas Cognitivas (NUCOGS-UFRGS), a location-based mobile game was produced to be played at the Botanical Garden of Porto Alegre, in a non-formal learning context. The game was tested by students from the 4th and 5th grades of an elementary public school that entered a partnership with the park and the research group, through workshops. The cartographic focus emphasized languaging as human action in language, with special attention to the hypothesis that it is also characterized by metaphoricity The theoretical research framework is based on autopoietic theory, through the conception of language as languaging, intertwined with emotion and conversation, composing conversation networks; on enactivism, through the notion of incorporated cognition; on cognitive linguistics, especially on the theory of conceptual metaphor, as a process of fabrication and organization that presupposes corporeality; and on inventive cognition, by sewing the concepts of cognitive policies, ecologies and technologies. By mapping patches of connections between the physical and the digital domains, necessary for the gameplay of a location-based mobile game, we hope to contribute to an understanding of the metaphorical phenomenon as a modulator of embodied, emerging and decentralized language and cognition as modes of actions, processes and products of recurrences and recursions operated in the intertwining of languaging and knowing along living.