[pt] O tema amplo deste trabalho é a hegemonia tecnológica contemporânea, em seus aspectos ontológicos e sociológicos. Na impossibilidade de cobrir todo o campo fenomênico dessa hegemonia, elegemos as tecnologias digitais e o paradigma informacional que lhe corresponde como nossos objetos de estudo imediato e exemplar. A contemporaneidade e a velocidade das transformações que concernem a esses objetos colocam, por sua vez, problemas diretos ao desenvolvimento de um trabalho mais canônico ou sistemático. A escolha foi trabalhar com autores de referência, diversos entre si, como Jean Baudrillard, William Gibson e Pierre Lévy. Foi elaborado um diálogo tendo como base alguns conceitos dos autores citados, por exemplo: simulação (Baudrillard), ciberespaço (Gibson) e, numa chave mais crítica, virtualidade (Lévy). Investigamos como essas tecnologias do virtual organizam, de forma mais ou menos insidiosa, a realidade e a vida através desse paradigma informático. Dado o abalo dos referenciais de sentido protagonizados por essa hegemonia tecnológica, discutimos, em suma, os caminhos ainda trilháveis nessa atmosfera de positivação do encantamento e da ilusão, ou seja, o que nos resta do mundo e da nossa capacidade de pensá-lo. / [en] This study has the contemporary technological hegemony as a theme, both in it s ontological and sociological aspects. Since it s impossible to cover the phenomenological field of this hegemony as a whole, we chose digital technologies and it s informational paradigm as our immediate and exemplary subject of estudy. Contemporaneity and the fast transformations concerned to these subjects lead to problems regarding the development of a more orthodox or systematic study. To overcome such obstacle, the choice of working with referenced and diversified authors, as Jean Baudrillard, William Gibson and Pierre Lévy, was made. A dialogue between these authors was elaborated, using some of their concepts as a foundation, such as: simulation (Baudrillard), cyberspace (Gibson) and, in a more critical approach, virtuality (Lévy). The way these virtual technologies organize reality and life through an informational paradigm, in a somewhat insidious way, was investigated. Given the downfall of the sense references protagonized by this technological hegemony, we discussed, in short, the possible paths to follow under this atmosphere of enchantment s and illusion s positivation, that is, what is left of the world and of our capacity of thinking it.

Background/ Problem/Purpose: Sustainability and Digitalisation are two buzzwords nowadays. The textile value chain is one of the most criticised value chains with respects to ecological as well as social sustainability. Thus, it seems a worthwhile project to be examined in the context of how digital technologies can be used to support sustainability aspirations. Academic literature rarely describes the relation between sustainability and digitalisation in a theoretical and empirical way. Most studies focus on one of the two topics, especially in the context of textile procurement. The purpose of this study is to investigate to which extent digital technologies, such as Blockchain, Artificial Intelligence and Robotic Process Automation, can contribute to sustainable procurement in the textile value chain. Methodology: The study follows a qualitative approach and combines insights obtained by means of conducted semi-structured interviews combined with secondary data related to the studied cases. While embracing an abductive approach, the data analysis follows the extended six-dimension model by Münch et al. (2022) based on the socio-technical system theory. The findings were summarised in two frameworks and discussed in the context of the socio-technical system theory and academic literature. Findings – Through the differentiated model, the findings shed light on the relationship between sustainability and digitalisation in the context of textile procurement. Internal and external organisational aspects of technology implementation were identified for digital tools towards sustainability in the textile procurement. Consequently, possible external and internal drivers, challenges and requirements could be identified for implementing digital technologies. Moreover, the contribution of specifically Robotic Process Automation, Artificial Intelligence as well as Blockchain to sustainable procurement in the textile value chain was analysed and compared. Originality/Value – This study combines, as one of the few, sustainability and digitalisation in the context of the textile value chain. It provides an insight into external as well as internal aspects that can foster or hamper the successful implementation of advanced digital technologies, as well as requirements needed for a successful implementation. Furthermore, the study applies the theory of socio-technical system theory in the context of sustainability and digitalisation. The study offers practitioners a better understanding of the potential effects of advanced digital technologies towards sustainable procurement. It also provides a framework that can support the sustainability driven implementation of advanced digital technologies.

Bionic devices for reestablishing or augmenting users' capabilities (e.g., bionic prostheses or exoskeletons) are becoming increasingly common. While prior research examined how such devices affect others' perceptions of their users, little is known about how these devices affect users' self-image and -perception, and the corresponding theory is scarce. To account for this gap, we conducted semi-structured interviews with users of bionic upper limb prostheses to obtain insights into their self- and meta-perceptions. Results of our qualitative analysis indicate that using bionic prostheses influences the social (self-) perception of bionics users in multiple ways, such that users describe themselves as being seen as more competent by others and treated differently after receiving the bionic prosthesis in comparison to simpler models. Results imply a somewhat complex dual identity among users in the sense that the bionic device instills competence, but disability-related feelings of stigma are present simultaneously. Despite being exploratory, our findings thus indicate that using bionic devices affects users' self-perception, stereotypes, and interpersonal perceptions. The ongoing proliferation of restoring devices and the introduction of augmenting technologies in future work contexts, for example, might thus have unintended social consequences that need to be accounted for.

This thesis examines the application of digital technologies to enhance Supply Chain Risk Management (SCRM) using an order fulfillment risk management process of a Fast-Moving Consumer Goods (FMCG) company as a case-study. The specific focus is on improving the efficiency and effectiveness of the order fulfillment risk management process through the identification of gaps and the proposal of digital solutions. Previous research has established the importance of SCRM, highlighting the need for resilient and adaptive strategies. However, there is a limited understanding of how digital technologies can specifically enhance risk management practices. By exploring and proposing digital solutions, this study fills a gap in the existing literature and provides practical insights for improving risk management practices. The research approach combines qualitative interviews and document review for process analysis. This approach allows for a comprehensive examination of the current challenges and potential opportunities for enhancing risk management through digital technologies. The findings of this research highlight the key risks faced by the FMCG company and the issues the current risk management process faces in mitigating these risks. Furthermore, based on the analysis of the process, relevant solutions are proposed and developed. The results of the thesis offer practical insights and recommendations for organizations seeking to improve their risk management strategies. Ultimately, this research provides a roadmap for implementing digital solutions, enabling organizations to enhance risk mitigation, improve decision-making processes, and strengthen their supply chains. / Denna avhandling undersöker tillämpningen av digitala teknologier för att förbättra hanteringen av risker i försörjningskedjan genom att använda en process för hantering av tjänsterisker i en FMCG (snabbkonsumtionsvaror) företag som fallstudie. Det specifika fokusområdet är att förbättra effektiviteten i processen för hantering av tjänsterisker genom att identifiera luckor och föreslå digitala lösningar. Tidigare forskning har fastställt vikten av hantering av risker i försörjningskedjan och framhävt behovet av motståndskraftiga och anpassningsbara strategier. Det finns dock en begränsad förståelse för hur digitala teknologier specifikt kan förstärka riskhanteringspraxis. Genom att utforska och föreslå digitala lösningar fyller denna studie en lucka i den befintliga litteraturen och ger praktiska insikter för att förbättra riskhanteringspraxis. Forskningsansatsen kombinerar kvalitativa intervjuer och processanalys. Denna ansats möjliggör en omfattande undersökning av de aktuella utmaningarna och potentiella möjligheterna att förbättra riskhanteringen genom digitala teknologier. Forskningsresultaten belyser de viktigaste riskerna som företaget inom FMCG-sektorn står inför och de problem som den nuvarande riskhanteringsprocessen möter vid hanteringen av dessa risker. Dessutom föreslås och utvecklas relevanta lösningar baserat på analysen av processen. Resultaten från avhandlingen erbjuder praktiska insikter och rekommendationer för organisationer som vill förbättra sina riskhanteringsstrategier. Slutligen ger denna forskning en vägledning för att implementera digitala lösningar, vilket möjliggör för organisationer att förstärka riskhanteringen, förbättra beslutsfattandeprocesser och stärka sina försörjningskedjor.

Children’s use of digital technologies is rapidly increasing, with caregivers reporting that children spend more time on their devices than engaging in exercise, reading books, or socializing (Christofferson & Karlsson, 2023). The shift in children’s behavior has caregivers and organizations debating the risks and seeking ways to protect children. This study aims to promote a healthy lifestyle for children aged 7 to 11 through digital technologies by designing a proposal for a video streaming service interface, specifically Telia Play Kids. The study uses the digital diet approach by Orben (2022) and research on child-computer interaction to understand the technology’s impact on children. The research questions aim to identify which aspects of children’s digital lives need to be considered and to determine which design features need to be prioritized when designing a video streaming service interface. The study was conducted through a research through design process where the target group’s needs were investigated through interviews, findings were elaborated upon into concepts, and a prototype was designed. The findings indicated the importance of understanding which factors influence children’s digital lives, being aware of the consequences of the digital life, and which design improvements were needed to accommodate both children and caregivers. Design features prioritized in the final prototype included supporting visual perception, children’s cognition, language, and interests in addition to experiences focusing on the child’s well-being and caregiver’s needs. The study concludes that children’s digital lives are complex, highlighting the need to adapt video streaming services and other digital technologies through dialogue with children and caregivers but also through research on child-computer interaction.

As an expression of current challenges faced by contemporary societies, past decades have witnessed heavy demands for higher education to change and transform. One key question here has been the increased digitalization of higher education. Within this wider setting, this thesis deals with an attempt to handle the increasing shortage of physicians in Sweden by way of digitalizing medical education. The aim of this explorative and longitudinal thesis is to describe and analyze structural and educational transformation work in medical education during the digitalization of the program and the transition from face-to-face to distance education. This thesis focuses on teachers, students and management, who are all heavily involved in this transition of the medical program. Two questions guide the research: (1) what are teachers’ and students’ expectations pending the transition, and what are the influences of already established tools and activities on the program and (2) in what ways do conflicts and changes occur over time, and how do teachers, students, and management deal with these as part of the transition? Cultural-historical activity theory (CHAT) serves as the theoretical framework of the thesis. In particular, the concepts of dominant and non-dominant activities, conflicts, transitional actions, and levels of learning inform the analysis. The data are generated by surveys (N = 108), logging of actors’ activity patterns (N = 100 teachers and 100 students), field studies (65 hours), and interviews (N = 62). The data cover teachers’, students’ and management’s roles in the transition. The analysis shows that the way of theoretically understanding the transition – from a dominant face-to-face activity to a new and unproven non-dominant distance activity – have proved to contribute to deeper understanding of the process of digitalizing medical education. The analysis further displays how the transition from face-to-face to distance education creates considerable conflicts that over time force teachers, students and management into structural and educational transformation work. This type of work successively renders new educational design solutions and new flexible ways of organizing distance medical education. This thesis discusses how the structural and educational transformation work forces actors to collectively engage in the transition by experimenting with new suitable methods and designs, as digital technologies and technology-enhanced learning (TEL) could make sense to teachers and students when they are at a distance.

Made available in DSpace on 2016-04-27T14:32:32Z (GMT). No. of bitstreams: 1 Marilene Andrade Ferreira Borges.pdf: 2551854 bytes, checksum: 5fa6c98a362a91ee17f0e06688f2a0fe (MD5) Previous issue date: 2009-06-24 / The objective of this thesis is to investigate how people Appropriate digital technologies, more specifically, to reveal and to understand how this process takes place. Initially the use of the term Appropriation was studied in different knowledge areas.The practical work included the study of the training course "Projeto Gestão Escolar e Tecnologias" (School and Technologies Management Project) and the data used was the text extracts from the "Memoriais Reflexivos" (Reflexive Memorials) produced by educational managers who participated in the course. These extracts were analyzed, categorized, compiled and submitted to a new analysis, using a multidimensional statistical method performed by the software CHIC- Coercion, Implication and Hierarchic Classification. The software generated similarity trees and the numbers of occurrences of the specified categories. Bar charts were then elaborated based on these numbers,using Excel. Based upon the analysis of all this information the result showed that: the presence of orientation principles of the Complex Thought, indicating that the process of technological Appropriation is a Complex process; the relations established among the person, the object and the "other", signaling that technological Appropriation is not in the person nor in the technologies itself, but it is in the relations established among them; and the Appropriation is configured as a spiral in an ascending movement, which happens as part of the computer mediation, peers and the course professors. This confirms, therefore, that the digital technologies Appropriation is a Relational, Complex and Spiral process, which is constituted in levels, although singular in its identities, they are part of a unique movement. At the base of this process it is the Emotional level which supports the existence of other levels such as Imitation,, Relation- Communication, Relation-Information, Reflective-Relation/Expression and Selfeducation. The Emotional level is not related to the Technical-Operational level. The identification, the comprehension and the understanding of these levels, will be able to contribute to the educators' training actions or to other segments that have digital technologies as one of the supports for its accomplishment, to use these technologies as communication, information and expression means, allowing the students to appropriate them. Another result is to extend to the persons who have not appropriated the technologies, but who are trying to look for means to the realization of their emotions (MATURANA, 2001) / O presente trabalho tem como objetivo mostrar como ocorre a Apropriação das tecnologias digitais pelo sujeito, mais especificamente, desvelar e compreender como se configura esse processo. Inicialmente foi feito um estudo do termo Apropriação em diversas áreas do conhecimento. Como parte prática, foi estudado o curso de formação do "Projeto Gestão Escolar e Tecnologias", e os dados utilizados foram os extratos textuais dos Memoriais Reflexivos, elaborados pelos gestores educacionais, participantes do curso. Esses extratos foram analisados, categorizados,compilados e submetidos a uma nova análise, utilizando-se o método estatístico multidimensional viabilizado pelo software CHIC - Classificação Hierárquica, Implicativa e Coercitiva - que gerou as árvores de similaridade e os números de ocorrências das categorias e a partir delas, utilizando-se o Excel, os gráficos de barras foram elaborados. Com base nessas informações o resultado das análises mostrou que: a presença de princípios norteadores do Pensamento Complexo que apontam o processo de Apropriação tecnológica como um processo Complexo; as relações estabelecidas entre o sujeito, objeto e o "outro", sinalizando que Apropriação tecnológica não está nem no sujeito e nem nas próprias tecnologias,mas nas relações estabelecidas entre eles; e que a Apropriação se configura em espiral, num movimento ascendente, realizado com a mediação do computador, pares e professores. Confirma, portanto, que Apropriação das tecnologias digitais é um processo Relacional, Complexo e em Espiral, que se constituem níveis, que mesmo singulares em suas identidades, fazem parte de um único movimento. Na base desse processo está o nível Emocional, que potencializa a existência dos níveis: Imitação, Relação-Comunicação, Relação-Informação, Relação/Expressão-Reflexiva e Autoformação. O nível Emocional só não está relacionado com o nível Técnico-Operacional. A identificação, a compreensão e o entendimento dos níveis, poderão contribuir para que as ações de formação de educadores ou outros segmentos, que têm nas tecnologias digitais um dos suportes para a sua realização, utilizem-nas como forma de comunicação, informação e expressão, possibilitando aos cursistas delas se apropriarem; e, num desdobramento estende-se a todos os sujeitos que não se apropriaram das tecnologias, mas tentam-no buscando meios para a realização de suas emoções. (MATURANA, 2001)

Esta pesquisa tem por objetivo fundamental investigar, descrever e analisar o impacto das tecnologias digitais sobre as formas de ação nas artes cênicas contemporâneas. Entendemos que as tecnologias digitais contribuem para alterar a ação linear e frontal precipitada a partir de um ator humano, típica das formas artísticas tradicionais, dando origem a processos nos quais elementos humanos e não humanos interagem numa configuração ecossistêmica e em rede. Partindo de um percurso histórico-teórico que busca refletir sobre a presença e a participação da tecnologia nas artes cênicas, do teatro grego a nossa contemporaneidade, apresentamos a perspectiva da ação em rede, pela qual se pretende analisar a cena contemporânea como uma ecologia e pensar as novas formas em que se organizam as relações entre artista, espectador e obra de arte no contexto das tecnologias digitais. Como analisar, por exemplo, uma obra em que atores, em lugares físicos distintos, contracenam apenas a partir de uma conexão de Internet? Qual a natureza da relação com o espaço característico dessas obras, sobretudo quando comparadas àquelas que se ancoram na pressuposição de um espaço físico? Em última instância, promovendo a pesquisa transdisciplinar, pretende-se, assim, analisar como a comunicação digital estaria alterando a própria forma de atuação artística em nossa época. Para aprofundar a reflexão, a pesquisa apresenta uma análise de casos representativos, com obras do grupo catalão-espanhol La Fura dels Baus, do francês Collectif Iduun e do brasileiro Coletivo Phila 7, a fim de realizar uma articulação teórico-prática entre seus trabalhos e alguns dos conceitos que tangenciamos, como presença, tempo, espaço e performatividade da tecnologia / This research aims to investigate, describe and analyze the impact of digital technologies on the forms of action in contemporary performing arts. We believe that digital technologies contribute to change the linear and frontal action, precipited from a human actor and characteristic of traditional art forms, giving rise to processes in which human and non-human elements interact in an ecosystemic and networked configuration. From a historical and theoretical path that seeks to reflect on the presence and the participation of the technology in the performing arts - from the Greek theater to our times -, we present the perspective of the networked action, by which we intend to analyze the contemporary scene as an ecology and to think the new ways in which the relations between artist, spectator and work of art are organized in the context of the digital technologies. How to analyze, for instance, a work in which actors, in different physical locations, perform only by an Internet connection? What is the nature of the relationship with the space in this works, especially when compared to those anchored in a physical space? Finally, we intend, therefore, to analyze how the digital communications are altering the forms of art in our time. To develop our reflection, the research presents an analysis of representative cases, with works of Catalan-Spanish group La Fura dels Baus, the French Collectif Iduun and the Brazilian Coletivo Phila 7, in order to realize a theoretical and practical connection between their works and some of the concepts which we discuss, as presence, time, space and performativity of the technology.

Résumé : Cette recherche analyse l'impact des technologies numériques sur l'efficacité de l'innovation des formations professionnelles d'ingénieur, des apprentissages et la flexibilité des dispositifs pédagogiques, ainsi que sur la professionnalisation des enseignants tuteurs universitaires. Ceci, au regard des modèles d'organisation managériale et d’usages pédagogiques des TIC. Les résultats de l’axe 1 indiquent que, les dispositifs de Master présentent un modèle d’organisation bi modale hybride qui impacte directement le déséquilibre de répartition des charges entre distance/présence. L’impact indirect sur les actions managériales favorise la flexibilité des dispositifs en termes de gestion des contraintes professionnelles/distance géographique et l’adaptation horaire, l’ouverture aux projets communs, le libre choix des méthodes et outils de communication collaborative médiatisée, accentués par l’émergence de changements de comportement, et une forte dynamique d’esprit d’équipe acceptant les différences constructives. En revanche, il suscite chez l’étudiant l’expression d’un mal-être se traduisant par la nécessité de souplesse structurelle, un besoin de télé laboratoire et plus de travaux pratiques professionnels en présence. L’axe 2 indique un impact direct sur l’usage pédagogique intensif du groupe d’outils incitatifs et interactifs (Emails, chat, forum, simulations, exerciseurs, conception/modèle graphe), et un usage médiocre du groupe (vidéo/visioconférence, audioconférence), l’absence d’usage du groupe (blog, wiki). En outre, il apparaît que le groupe d’outils (chat, forum, simulation, exerciseur) à usage intensif (presque à tous les UE), sont peu efficaces, contrairement aux outils (vidéo/visioconférence, téléconférence) à usage médiocre (rare à l’UE), qui sont plutôt assez efficace. La structuration des forums a un impact significatif sur l’efficacité d’apprentissage. Les forums de type 2 (assez structurés, 3 ≥ fn < 6), présentent une forte intensité de messages référentiels cognitifs et un comportement initia tif et réactif, assez prononcé. A L’inverse, les forums de type 1 (peu structurés, fn < 3), accentuent les messages (relationnels, de régulation) et l’attitude évaluative. Il apparaît dans les dispositifs hybrides, que la performance des étudiants ne dépend pas simplement de l’usage diversifié et intensif d’outils numériques, mais aussi des facteurs d’autodétermination, motivationnels, le sentiment de compétences et la valeur ajoutée des dispositifs. L’axe 3, présente un impact significatif des dispositifs sur le développement professionnel des enseignants/tuteurs, au niveau du changement des pratiques innovantes et de leur sentiment d’engagement. Il ressort que l’engagement dépend plus de l’intention personnelle d’explorer de nouvelles méthodes pédagogiques à distance par le numérique, et non pas aux prescriptions institutionnelles, ou actions managériales, perçues comme des injonctions institutionnelles.Mots-clés : Management et organisation, Technologies numériques, Innovation et formation d’ingénieurs, flexibilité et efficacité des stratégies, impact dispositifs hybrides ou FAD/e-Learning, actes de langage, pratiques pédagogiques innovantes, développement professionnel / This research analyzes the impact of the digital technologies on the efficiency of innovation of the vocational engineer’s trainings, and the flexibility of educational devices in distance learning, as well as on the professionalization of the teacher’s university guardians. This, with regard to the models of managerial organization and educational practices of ICTS(INFORMATION AND COMMUNICATION TECHNOLOGIES).With the glance as of results from the axis 1, it arises that, the organization devices as regard mater degree, offer the model type bimodal hybrid with an imbalance in the burden-sharing with charges activities higher as distance involved than presence. The indirect impact of managerial actions favor the flexibility of devices in terms of managing professionals constraints as regard distance geographical and the hourly adaptation, the opening to the common projects, the free choice of methods and communications tools. It accentuated the emergency of the behavioral changes, and a strong dynamics of team spirit accepting the constructive differences. In addition, from de axis 2 of search, the intensive use of the inciting digital tools and interactive tool is not enough to explain their effectiveness or performance durably in supporting quality and evolution of the device’s training. It makes emerge the difficulty in organizing, illustrating and sharing the graphic figures or symbols, in order to explain reasoning during the exchanges with (chat, audio conference, and forum).The use of simulation devices is less effective, because of the digital divide (cost access and low speed Internet, infrastructures decayed to the point). Furthermore, the level of structuring of the forums has a significant impact on the effectiveness of training. Forums of the type 2 (structured enough, 3 ≥ fn ≤ 6), presents a high intensity of cognitive/métacognitive’s messages, an initiative and reactive behavior. It is the reverse with the forums type 1 (little structured, fn ≤ 2), where the evaluative attitude and messages that are not directly related to learning are increase than others. It also appears that the performance of the students does not depend simply on the intensive use of tool of the digital tools, but of their self-determination, resulting in their feeling of new competences, the sources of motivation and the added-value of the devices to develop itself in company. It arises from axis 3 that the devices significantly impact the professional development of the teachers/tutors, with the changes of practices digital and a strong personal intention to explore new teaching practices remotely, and not of a commitment related to the managerial or institutional regulations, perceived like injunctions.Keys words: Impact of digital technologies, hybrid devices or FAD/e-Learning, training of engineers of LMD system, flexibility and effectiveness’s pedagogic, acts of language and training quality, practices innovating, professional development of trainer. Management and organization

Os programas de educaÃÃo a distÃncia que utilizam tecnologias digitais constituem possibilidades pedagÃgicas cada vez mais recorrentes no contexto educacional. Evidencia-se grande expansÃo de experiÃncias de ensino a distÃncia que complementam os sistemas convencionais, bem como o surgimento de formas hÃbridas de educaÃÃo que combinam atividades presenciais e a distÃncia que promovem o intercÃmbio e a integraÃÃo dos dois tipos de sistemas. As mÃdias digitais e as ferramentas da Web 2.0, por meio de plataformas colaborativas como o Moodle, possibilitam a comunicaÃÃo, interaÃÃo, colaboraÃÃo e formulaÃÃo coletiva dos conhecimentos, transformando os tradicionais papÃis de professores e alunos. Com base nesse cenÃrio, a pesquisa procurou identificar como as tecnologias digitais e as mediaÃÃes pedagÃgicas baseadas na co-autoria potencializam os saberes colaborativos - conhecimentos, habilidades e atitudes relacionadas à colaboraÃÃo - fundamentais para a aprendizagem ao longo da vida. A abordagem teÃrica procurou explorar teorias e pesquisas sobre colaboraÃÃo e aprendizagem colaborativa; definir o conceito de saberes colaborativos e eleger, entre estes, cinco mais fortemente aplicÃveis à dinÃmica colaborativa em programas de EAD: autonomia, comunicaÃÃo e compartilhamento, exploraÃÃo e resoluÃÃo de conflitos, engajamento colaborativo e verificaÃÃo e sÃntese. Buscou ainda reaver aspectos centrais da utilizaÃÃo das tecnologias digitais na EAD, como as caracterÃsticas das mÃdias digitais, integraÃÃo multimÃdia, hipertexto, interatividade, interfaces e Web 2.0. A pesquisa teÃrica destacou os aspectos teÃricos que norteiam o conceito de mediaÃÃo pedagÃgica como diÃlogo, elaboraÃÃo simbÃlica e cultural e possibilidade de comunicaÃÃo e crÃtica. A investigaÃÃo abordou os modelos de comunicaÃÃo relativos ao uso das tecnologias na educaÃÃo, com destaque para o modelo EMEREC e os conceitos de autoria e co-autoria nos processos de ensino e aprendizagem. A pesquisa de campo foi realizada na disciplina EducaÃÃo a DistÃncia, da FACED- UFC, de agosto a dezembro de 2007, utilizando a metodologia da etnografia virtual. A anÃlise de dados està organizada em trÃs categorias: saberes colaborativos, tecnologias digitais e mediaÃÃes pedagÃgicas esteadas na autoria e co-autoria. Os resultados indicam que os saberes colaborativos sÃo vivenciados e aprimorados em contexto de utilizaÃÃo de tecnologias digitais e de mediaÃÃes pedagÃgica baseadas na autoria e na co-autoria, que precisam ser aprimoradas. Indicam, tambÃm, que as ferramentas da web 2.0, ainda que insuficientemente exploradas, favorecem e induzem Ãs prÃticas colaborativas e que as mediaÃÃes pedagÃgicas baseadas na autoria e co-autoria requerem grande investimento na formaÃÃo docente. A pesquisa sugere a definiÃÃo de polÃticas pÃblicas em gestÃo e financiamento, acesso à internet das diversas camadas sociais e formaÃÃo docente voltada para aÃÃes crÃticas e autÃnomas. / The programs of distance learning that use digital technologies constitute pedagogical possibilities more and more frequent on the educational context. It is verified great expansion of experiences in distance learning that complement conventional systems, as well as the upcoming of hybrid forms of education that combine presence activities and distance activities, which promote the interchange e the integration of both systems. The digital media and the Web 2.0 tools, by collaborative platforms such as Moodle, possibilitate the communication, interactivity, collaboration and collective formulation of knowledge, transforming the traditional roles of teachers and students. Having this scenario as basis, the research tried to identify how the digital technologies and the pedagogical mediations based on co-authorship increases the collaborative knowledges - knowledge, abilities and attitudes related to collaboration - fundamental to life long learning. The theoretical approach tried to explore theories and researches about collaboration and collaborative learning; tried to define the concept of collaborative knowledge and to elect, among these, the five concepts most applicable to the collaborative dynamic in distance learning programs (EAD): autonomy, communication and sharing, exploration and resolution of conflicts, collaborative engagement and verification and synthesis. This study searched yet to retrieve central aspects of the use of digital technologies in EAD, such as digital media characteristics, hypertext, interactivity, interfaces and Web 2.0. The theoretical research highlighted the theoretic aspects that guide the concept of pedagogic mediation such as dialogue, symbolic and cultural elaboration and possibility of communication and critic. The investigation approached the relative communication models to the use of technologies in education, highlighting the EMEREC model and the concepts of authorship and co-authorship in the processes of distance teaching and learning. The field research was done in the discipline of Distance Education, of FACED-UFC, from august to December 2007, using the methodology of virtual ethnography. The data analysis is organized in three categories: collaborative knowledges, digital technologies and pedagogical mediations supported by authorship and co-authorship. The results indicate that the collaborative knowledges are lived and improved in context of use of digital technologies and pedagogical mediations based in authorship and co-authorship, which need to be improved. Indicate also that the Web 2.0 tools, although insufficiently explored, favors and induces collaborative practices and that pedagogical mediations based in authorship and co-authorship require great investment in docent formation. The research proposes the definition of public politics in management and financing, access to internet to different social segments and teacher formation towards critic and autonomy actions.