Abstract
Smart Governence as its roots in e-government, in the principles of good governance, and in the assumptions of citizens' participation and involvement in public decision-making and is considered one of the six main characteristics of smart cities. The present investigation was intended to answer the question: "What smart governance practices are being implemented in European smart cities" through an extensive literature review and content analysis of the websites of six European smart cities: Amsterdam; Barcelona; Copenhagen; Lisbon; Manchester and Stockholm. The objective was to identify the presence of factors related with e-participation; e-services; and the functioning of local public administration on the city's websites. It was concluded that all the smart cities analyzed presented some factors related with smart governance, but with different levels of development and application.

Abstract
Urban living labs (ULL) are a new concept which involves users in innovation and development and are regarded as a way of meeting the innovation challenges faced by information and communication technology (ICT) service providers. The chapter focuses on the role of urban living labs in entrepreneurship, energy and governance of smart cities, where it is performed the relationship between innovations, governance, and renewable energy. The methodology proposed will focus on content analysis and on the exploration of some European examples of implemented ULL, namely Amsterdam, Helsinki, Stockholm and Copenhagen. The contributions of the present research should be the consolidation of knowledge about the impact of ULL on innovation and development of smart cities regarding the concepts of renewable energy, smart governance and entrepreneurship.

Abstract
Smart Governence as its roots in e-government, in the principles of good governance, and in the assumptions of citizens' participation and involvement in public decision-making and is considered one of the six main characteristics of smart cities. The present investigation was intended to answer the question: 'What smart governance practices are being implemented in European smart cities' through an extensive literature review and content analysis of the websites of six European smart cities: Amsterdam; Barcelona; Copenhagen; Lisbon; Manchester and Stockholm. The objective was to identify the presence of factors related with eparticipation; e-services; and the functioning of local public administration on the city's websites. It was concluded that all the smart cities analyzed presented some factors related with smart governance, but with different levels of development and application. © 2019 AISTI.

Abstract
The general objective of this article is to present the importance of robotics in elementary level school. In addition to discussing pedagogical mediation in this context. The reason for the development of this work centers on the need for studies on Robotics in the educational environment and its networks of relations with a focus on the learning of students and on the need for a change in the culture of the school. The methodology of this work is based on the cartographic method of research and intervention that, instead of seeking a result or conclusion, seeks to follow the process, seeking to establish relationships. Thus, we began mapping the pedagogical mediation between the teachers and students of the municipal schools of Viamão, EMEF Residencial Figueira and EMEF Sergeant Manoel Raymundo Soares. In order to understand the pedagogical mediation of the inventive robot robotics activities for the competitions of the II Municipal Robotics Exhibition of the Viamão Municipality - Rio Grande do Sul. From the results, we can highlight that the students seek to improve their knowledge in related areas, such as physics, mathematics, electronics, programming, and mechanics. Assuming an inventive and active stance, it also enables students to build not only concepts, skills, but also values ??and ideals in order to contribute to society. Making them autonomous, independent and responsible citizens.

Abstract

From a digital culture perspective, this article has as main objective to assess two contemporary qualitative research methods in the field of education with distinct theoretical orientations: the cartographic method as a way of tracing trajectories in research-intervention with a theoretical basis in the biology of knowledge, enactive cognition and inventive cognition; and the cartographic method as a means of identifying and mapping the controversies linked to the different associations between human and non-human actors with a theoretical basis in actor-network theory (ANT). With their own specificities, both methods have been fruitful in the development of qualitative research in the field of education, in the context of digital culture, and more recently, in the hybrid culture of atopic habitation, mainly because they also relate to equally consistent theories and aspects of human cognition, making it possible to detect traces and clues in the fluid associations between actors enhanced by different digital technologies (DT), including data mining and learning analytics. From the Brazilian perspective on the topic, this article approaches the experience of the cartographic method of research intervention as well as the cartography of controversies as tools for developing qualitative research in education. These different forms of the cartographic method have inspired the construction of didactic-pedagogical experiences based on theoretical approaches linked to cognition, producing inventive methodologies and interventionist pedagogical practices. These methodologies and practices, which will be discussed at length in this article, have been developed and validated by the Research Group in Digital Education at Unisinos University at different levels and in varied educational settings.

Abstract
O artigo tem como objetivo discutir uma proposta de formação continuada de professores em contexto híbrido e multimodal, em sua potencialidade de mobilizar a ressignificação das práticas pedagógicas por meio de projetos de aprendizagem gamificados. A proposta integra as ações da pesquisa “A cidade como espaço de aprendizagem: games e gamificação na constituição de Espaços de Convivência Híbridos, Multimodais, Pervasivos e Ubíquos para o desenvolvimento da Cidadania”, que tem como objetivo contribuir para com a mudança da cultura escolar, tendo em vista os atuais sujeitos de aprendizagem, os meios com os quais interagem e suas formas de aprender. A abordagem da pesquisa é qualitativa, do tipo descritiva e inspirada no método cartográfico de pesquisa intervenção proposto por Kastrup (2007; 2008), Passos, Kastrup e Escóssia (2009) e Passos, Kastrup e Tedesco (2014). Os resultados evidenciados pelos movimentos que os professores articulam nas escolas, indicam que a proposta tem contribuído significativamente para aproximar professores da educação básica, pesquisadores e professores do ensino superior enquanto co-criadores de saberes acerca da docência, potencializando a construção de práticas pedagógicas agregativas e reticulares e contribuindo para a mudança da cultura escolar!