O choque tecnológico na Educação: entre a modernização do velho e o velho na modernização

• Autor(a) principal: Paiva, Lauriana Gonçalves de
• Data de Publicação: 2011
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/14832
• topic: New Technologies; Education Policy; Human Capital; Inclusion Utilitarian; Neotecnicismo neoprodutivismo and Pedagogical; Novas Tecnologias; Política Educacional; Capital Humano; Inclusão Utilitária; Neotecnicismo e neoprodutivismo Pedagógico; Tecnologia educacional; Educação e Estado; Capitalismo; Sociedade da informação; Inclusão digital; CNPQ::CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL::POLITICA EDUCACIONAL

This dissertation proposed to study the contours of current social programs undertaken by the Digital Inclusion, in general, and education, in private, as well as understanding the relationship of educational reform that began in the final years of the twentieth century Brazil. In this study, we sought to investigate how the programs are being produced social digital divide in countries that are in the "periphery" of the hegemonic center of the capital. These programs are justified by the need for bridging the digital divide in the new "Knowledge Society", a new type of social inequality which has been treated phenomenally "digital divide", leaving the structures that produce social inequality in capitalist society. The traces of the phenomenon analyzed here reinforce a dual perspective of development and may support for the deepening of social inequalities. Moreover, under the logic of the technological shock in education, as a clash of future, provide the technological basis, often have peripheral for alignment of education to post-Fordist model, especially for mass distance education. We analyzed, from the state reform in the 1990, education policy, in general, and Brazil, specifically, as a social policy, pointing to recontextualization of ICT, in particular from the reiteration of the technological fetish. There was a "setback" of progressive educational ideas, with regard to conceptions of teaching and learning, from a (re) configuration of production- technical and design education that reinforces an objectivist conception of teaching and learning. With this, we can see is that the shock of the future in education causes a higher synthesis within a conservative notion of education and learning in which old and new converge to an objectivist conception of knowledge and fragmented, and therefore to toughening of educational ideals and conceptions of teaching and learning. The vertical axis running through the whole thesis was the discussion about the organic relationship of social inclusion policies, in particular for digital inclusion, aimed at the education sector, with the Theory of Human Capital, since this one as determined to take the decisive and thus both maintain and reinforce its ideological character and fetishized in maintaining the utilitarian logic of inclusion