Lousas digitais: concepções críticas acerca da tecnologia
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Data
2019-03-25
Autores
Cipriano, Rosicléia Maria
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho visa um estudo sobre as novas tecnologias em sala de aula. Essa questão vem sendo amplamente discutida principalmente no campo educacional, já que os aparatos tecnológicos têm adentrado cada vez mais em nossas escolas, pautados em um discurso pedagógico muitas vezes enviesado. Trazemos em nosso trabalho a relação que o professor tem para com a lousa digital como objeto de estudo. A princípio, iniciamos nossos estudos utilizando as reflexões que Marcuse traz sobre técnica e tecnologia, perpassamos outros autores como Flusser e Feenberg, que trazem reflexões importantíssimas sobre as novas tecnologias. No decorrer do trabalho analisamos nove artigos que falassem especificamente sobre lousas digitais presentes na sala de aula e que falassem sobre outros aparatos tecnológicos como o computador e o tablet. Para essa análise, fundamentamo-nos nas quatro categorias sobre tecnologia apresentadas por Feenberg (instrumentalismo, substantivismo, determinismo e teoria crítica), uma vez que a hipótese é de que elas sejam fundamentais para este fim. Objetivamos identificar as características da literatura sobre lousa digital em relação à inserção de tecnologias digitais na educação, tendo como referencial teórico a crítica da tecnologia realizada pela Teoria Crítica da Sociedade. Com a finalização do trabalho identificamos a restrição de uma perspectiva teórica. E isso deve-se ao fato de termos poucas produções no campo da teoria crítica que falem especificamente sobre a lousa digital na sala de aula. Por isso a necessidade de refletir sobre a importância de se ter uma teoria crítica da tecnologia, principalmente no campo educacional, onde cada vez mais estes aparatos vêm ganhando força.
This paper aims a study about new technologies in the classroom. This issue has been widely discussed mainly in the educational field, as the technological apparatuses have entered more and more in the schools, based on an often skewed pedagogical discourse. We bring in our work the relation that the teacher has to the digital slate as object of study. At first we started our studies using the reflections that Marcuse brings about technique and technology, we pass other authors like Flusser and Feenberg that bring important reflections on the new technologies. In the course of the study we analyzed nine articles that specifically talked about digital slates present in the classroom and that talked about other technological devices like the computer and the tablet. For this analysis, we are based ourselves on the four categories of technology presented by Feenberg (instrumentalism, substantivism, determinism and critical theory), since the hypothesis is that they are fundamental for this purpose. We aim to identify the characteristics of the literature on digital slate in relation to the insertion of digital technologies in education, having as theoretical reference the criticism of technology carried out by the Critical Theory of Society. With the completion of the work, we identify the restriction of a theoretical perspective. And this is due to the fact that we have few productions in the field of critical theory that speak specifically about the digital blackboard in the classroom. Therefore the need to reflect on the importance of having a critical theory of technology, especially in the educational field, where increasingly these devices are gaining strength.
This paper aims a study about new technologies in the classroom. This issue has been widely discussed mainly in the educational field, as the technological apparatuses have entered more and more in the schools, based on an often skewed pedagogical discourse. We bring in our work the relation that the teacher has to the digital slate as object of study. At first we started our studies using the reflections that Marcuse brings about technique and technology, we pass other authors like Flusser and Feenberg that bring important reflections on the new technologies. In the course of the study we analyzed nine articles that specifically talked about digital slates present in the classroom and that talked about other technological devices like the computer and the tablet. For this analysis, we are based ourselves on the four categories of technology presented by Feenberg (instrumentalism, substantivism, determinism and critical theory), since the hypothesis is that they are fundamental for this purpose. We aim to identify the characteristics of the literature on digital slate in relation to the insertion of digital technologies in education, having as theoretical reference the criticism of technology carried out by the Critical Theory of Society. With the completion of the work, we identify the restriction of a theoretical perspective. And this is due to the fact that we have few productions in the field of critical theory that speak specifically about the digital blackboard in the classroom. Therefore the need to reflect on the importance of having a critical theory of technology, especially in the educational field, where increasingly these devices are gaining strength.
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Palavras-chave
Técnica, Tecnologia, Educação, Categorias, Teoria Crítica, Technique, Technology, Education, Categories, Critical Theory