The meaning of artifacts from the lesson planning practice: a situated approach to the specification of an information system

Abstract

The objective of this work is to identify artifacts that occur during the lesson planning activity and their meanings for the participants. This activity takes a lot of time from public primary school teachers. We adopt a situated approach that allows analysis of the meanings of artifacts for the teacher in his planning activities. With the application of digital visual ethnography techniques in order to identify patterns in the planning activity. The results show knowledge that seems to the teacher in his practice. This evidence guides the specification of an information system whose design objective is to increase the collective capacity for lesson planning by teachers.