Pedagogical authority and technological authority: concepts for a diagnosis of the present time

Detalhes bibliográficos
Autor(a) principal: Monteiro, Leonardo Henrique Brandão
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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spelling 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)
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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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