摘要：Abstract This article presents an inter-institutional study undertaken in different sociocultural contexts about the One Laptop Per Child Program (OLPC), reviewing the focus of the pedagogical practices found and reflecting on the educational and cultural practices of students and their perceptions of the project. With a theoretical methodological approach based on media-educational research, the article discusses a multiple case study conducted at four public schools that involved observations of daily school activities, research-education, didactic intervention and focus groups with students from different classes. To contextualize the discussion, the article begins with a survey of different studies of the OLPC project undertaken from 2011-2014. It then presents the methodology used in the study and a discussion of the specificities of the cultural practices and perceptions of students about the project. Finally, the article presents some considerations that demonstrate that the wealth and diversity of practices present in a single project can also be understood as possible interpretations that shape the study in a space of alterity and immersion in the digital culture. Keywords: OLPC project; school culture; digital inclusion.
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