Resonances of digital technologies in education

• Autor(a) principal: Conte, Elaine
• Data de Publicação: 2019
• Outros Autores: Habowski, Adilson Cristiano, Rios, Míriam Benites
• Tipo de documento: Artigo
• Idioma: por; spa
• Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
• DOI: 10.21723/riaee.v14i1.11110
• Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/11110
• topic: Social learning; Technological inclusion; Digital technologies; Aprendizaje social; Inclusión tecnológica; Tecnologías digitales; Aprendizagem social; Inclusão tecnológica; Tecnologias digitais.

The essay discusses the possibilities and obstacles of digital technologies for social learning, which become paradoxes through adventure through novelties, dispersions, contradictions and exclusions. Technologies have political dimensions of the mercantile world, in patterns of productivity and competitiveness, and therefore are ambiguous in relation to the formative processes, causing apathy and insensitivity rather than mobilization to (re) knowing. The work develops a hermeneutic study of the relations existing in these processes of digital changes, inviting for inquiries and bringing resonances in the educative culture. If, on the one hand, technologies have moved away from the monopoly of specialists and have come to flexibly and openly integrate the contemporary social world, through the notion of instruments capable of putting complex operations and multiple conversations into motion, on the other, we continually experience ambivalence in its use and difficulties in the renewal of the senses that involve these languages, generating the obscuring of technologies and sociocultural interests. It was concluded that there is a need to reconstruct, in a hermeneutic perspective, the collaborative potential of the different interfaces of digital technologies in education to prevent practices of exclusion, dehumanization or technoscientific alienation that affects the majority of the socially and economically marginalized.