Pedagogical authority and technological authority: concepts for a diagnosis of the present time
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Data de Publicação: | 2022 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Linhas (Florianópolis. Online) |
Texto Completo: | https://www.periodicos.udesc.br/index.php/linhas/article/view/23015 |
Resumo: | This article aims to critically discuss the concepts of pedagogical authority and technological authority. Concepts utilized by Antonio Zuin, during a career dedicated to researching the relations among the cultural industry and educational processes. The influence of the ideas of the Frankfurt School first generation of intellectuals, especially Theodor Adorno, on the teacher authority notion can be saw in the analyzed categories. However, these categories focus on a world of proliferation of digital technologies, which would be an interposition to the consolidation of the pedagogical authority of older times, in such a way as to constitute a kind of authority of their own, the technological authority. Antonio Zuin's theoretical constructions are compared with other researchers', so that it becomes evident that there is a focus on the teacher-student relationship. Finally, this paper tensions the concepts of pedagogical authority and technological authority with a chaotic and multiple contexts of teacher-student relationships found in public schools, such as those of São Paulo high schools in order to highlight and understand the potentiality of these concepts to research the school environment and the ways students engage in learning. These reflections are made from the rearticulation of these analytical categories with the concept of legitimation. |
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Pedagogical authority and technological authority: concepts for a diagnosis of the present timeAutoridad pedagógica y autoridad tecnológica: conceptos para un diagnóstico del tiempo presenteAutoridade pedagógica e autoridade tecnológica: conceitos para um diagnóstico do tempo presenteautoridade pedagógicaautoridade tecnológicateoria crítica da sociedadeeducaçãotecnologiaspedagogical authoritytechnological authoritycritical theory of societyeducationtechnologyautoridad pedagógicaautoridad tecnológicateoría crítica de la sociedadeducacióntecnologíasThis article aims to critically discuss the concepts of pedagogical authority and technological authority. Concepts utilized by Antonio Zuin, during a career dedicated to researching the relations among the cultural industry and educational processes. The influence of the ideas of the Frankfurt School first generation of intellectuals, especially Theodor Adorno, on the teacher authority notion can be saw in the analyzed categories. However, these categories focus on a world of proliferation of digital technologies, which would be an interposition to the consolidation of the pedagogical authority of older times, in such a way as to constitute a kind of authority of their own, the technological authority. Antonio Zuin's theoretical constructions are compared with other researchers', so that it becomes evident that there is a focus on the teacher-student relationship. Finally, this paper tensions the concepts of pedagogical authority and technological authority with a chaotic and multiple contexts of teacher-student relationships found in public schools, such as those of São Paulo high schools in order to highlight and understand the potentiality of these concepts to research the school environment and the ways students engage in learning. These reflections are made from the rearticulation of these analytical categories with the concept of legitimation.Este artículo tiene como objetivo discutir críticamente los conceptos de autoridad pedagógica y autoridad tecnológica. Conceptos movilizados por Antonio Zuin, durante una carrera dedicada a investigar las relaciones entre la industria cultural y los procesos educativos. La influencia de las ideas de pensadores de la primera generación de la Escuela de Frankfurt, especialmente de Theodor Adorno sobre la categoría de autoridad docente es percibida en la concepción de los conceptos analizados. Mientras, hoy, estos conceptos dialogan con un mundo en el cual hay la proliferación de tecnologías digitales, las cuales serían un interpuesto a la consolidación de la autoridad pedagógica de otrora, de modo a constituir una especie de autoridad propia, la autoridad tecnológica. Las construcciones teóricas de Antonio Zuin son comparadas con las de otros pesquisidores, de modo que se evidencia la existencia de un foco en la relación maestro-alumno dentro de esta línea analítica. Por fin, este escrito tensa los conceptos de autoridad pedagógica y autoridad tecnológica con un contexto caótico y múltiple de relaciones maestro-alumno, encontrados en escuelas públicas, como las de la enseñanza media paulista a fin de destacar y comprender la potencialidad de estos conceptos para investigarse el ambiente escolar y las formas como los estudiantes se dedican para aprender. Estas ponderaciones son realizadas desde la rearticulación de estas categorías analíticas con el concepto de legitimación.Este artigo tem como objetivo discutir criticamente os conceitos de autoridade pedagógica e autoridade tecnológica. Conceitos mobilizados por Antonio Zuin, durante uma carreira dedicada a pesquisar as relações entre a indústria cultural e os processos educativos. A influência das ideias de pensadores da primeira geração da Escola de Frankfurt, sobretudo de Theodor Adorno, sobre a categoria de autoridade docente é percebida na concepção dos conceitos analisados. Entretanto, hoje, esses conceitos dialogam com um mundo no qual há a proliferação de tecnologias digitais, as quais seriam um interposto à consolidação da autoridade pedagógica de outrora, de modo a constituírem uma espécie de autoridade própria, a autoridade tecnológica. As construções teóricas de Antonio Zuin são comparadas com as de outros pesquisadores, de modo que se evidencia a existência de um foco na relação professor-aluno dentro dessa linha analítica. Por fim, esse escrito tensiona os conceitos de autoridade pedagógica e autoridade tecnológica com um contexto caótico e múltiplo de relações professor-aluno, encontrados em escolas públicas, como as do ensino médio paulista a fim de destacar e compreender a potencialidade desses conceitos para se pesquisar o ambiente escolar e as formas como os estudantes se engajam para aprender. Essas reflexões são realizadas a partir da rearticulação dessas categorias analíticas com o conceito de legitimação.Universidade do Estado de Santa Catarina - UDESC2022-12-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.udesc.br/index.php/linhas/article/view/2301510.5965/1984723823532022186Revista Linhas; v. 23 n. 53 (2022): Reflexões histórico-educativas sobre formação docente: os 130 anos da Escola Normal Catarinense; 186 - 2161984-7238reponame:Linhas (Florianópolis. Online)instname:Universidade do Estado de Santa Catarina (UDESC)instacron:(UDESC)porhttps://www.periodicos.udesc.br/index.php/linhas/article/view/23015/14981Copyright (c) 2022 Revista Linhashttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessMonteiro, Leonardo Henrique Brandão 2022-12-13T12:12:32Zoai:ojs.revistas.udesc.br:article/23015Revistahttps://www.periodicos.udesc.br/index.php/linhashttps://www.periodicos.udesc.br/index.php/linhas/oaivera.gaspar.udesc@gmail.com||revistalinhas@gmail.com1984-72381984-7238opendoar:2022-12-13T12:12:32Linhas (Florianópolis. Online) - Universidade do Estado de Santa Catarina (UDESC)false |
dc.title.none.fl_str_mv |
Pedagogical authority and technological authority: concepts for a diagnosis of the present time Autoridad pedagógica y autoridad tecnológica: conceptos para un diagnóstico del tiempo presente Autoridade pedagógica e autoridade tecnológica: conceitos para um diagnóstico do tempo presente |
title |
Pedagogical authority and technological authority: concepts for a diagnosis of the present time |
spellingShingle |
Pedagogical authority and technological authority: concepts for a diagnosis of the present time Monteiro, Leonardo Henrique Brandão autoridade pedagógica autoridade tecnológica teoria crítica da sociedade educação tecnologias pedagogical authority technological authority critical theory of society education technology autoridad pedagógica autoridad tecnológica teoría crítica de la sociedad educación tecnologías |
title_short |
Pedagogical authority and technological authority: concepts for a diagnosis of the present time |
title_full |
Pedagogical authority and technological authority: concepts for a diagnosis of the present time |
title_fullStr |
Pedagogical authority and technological authority: concepts for a diagnosis of the present time |
title_full_unstemmed |
Pedagogical authority and technological authority: concepts for a diagnosis of the present time |
title_sort |
Pedagogical authority and technological authority: concepts for a diagnosis of the present time |
author |
Monteiro, Leonardo Henrique Brandão |
author_facet |
Monteiro, Leonardo Henrique Brandão |
author_role |
author |
dc.contributor.author.fl_str_mv |
Monteiro, Leonardo Henrique Brandão |
dc.subject.por.fl_str_mv |
autoridade pedagógica autoridade tecnológica teoria crítica da sociedade educação tecnologias pedagogical authority technological authority critical theory of society education technology autoridad pedagógica autoridad tecnológica teoría crítica de la sociedad educación tecnologías |
topic |
autoridade pedagógica autoridade tecnológica teoria crítica da sociedade educação tecnologias pedagogical authority technological authority critical theory of society education technology autoridad pedagógica autoridad tecnológica teoría crítica de la sociedad educación tecnologías |
description |
This article aims to critically discuss the concepts of pedagogical authority and technological authority. Concepts utilized by Antonio Zuin, during a career dedicated to researching the relations among the cultural industry and educational processes. The influence of the ideas of the Frankfurt School first generation of intellectuals, especially Theodor Adorno, on the teacher authority notion can be saw in the analyzed categories. However, these categories focus on a world of proliferation of digital technologies, which would be an interposition to the consolidation of the pedagogical authority of older times, in such a way as to constitute a kind of authority of their own, the technological authority. Antonio Zuin's theoretical constructions are compared with other researchers', so that it becomes evident that there is a focus on the teacher-student relationship. Finally, this paper tensions the concepts of pedagogical authority and technological authority with a chaotic and multiple contexts of teacher-student relationships found in public schools, such as those of São Paulo high schools in order to highlight and understand the potentiality of these concepts to research the school environment and the ways students engage in learning. These reflections are made from the rearticulation of these analytical categories with the concept of legitimation. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-09 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.periodicos.udesc.br/index.php/linhas/article/view/23015 10.5965/1984723823532022186 |
url |
https://www.periodicos.udesc.br/index.php/linhas/article/view/23015 |
identifier_str_mv |
10.5965/1984723823532022186 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.periodicos.udesc.br/index.php/linhas/article/view/23015/14981 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Revista Linhas https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Revista Linhas https://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade do Estado de Santa Catarina - UDESC |
publisher.none.fl_str_mv |
Universidade do Estado de Santa Catarina - UDESC |
dc.source.none.fl_str_mv |
Revista Linhas; v. 23 n. 53 (2022): Reflexões histórico-educativas sobre formação docente: os 130 anos da Escola Normal Catarinense; 186 - 216 1984-7238 reponame:Linhas (Florianópolis. Online) instname:Universidade do Estado de Santa Catarina (UDESC) instacron:(UDESC) |
instname_str |
Universidade do Estado de Santa Catarina (UDESC) |
instacron_str |
(UDESC) |
institution |
(UDESC) |
reponame_str |
Linhas (Florianópolis. Online) |
collection |
Linhas (Florianópolis. Online) |
repository.name.fl_str_mv |
Linhas (Florianópolis. Online) - Universidade do Estado de Santa Catarina (UDESC) |
repository.mail.fl_str_mv |
vera.gaspar.udesc@gmail.com||revistalinhas@gmail.com |
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1798042410475847680 |