Education 4.0: Value of Subjectivity in Meeting with Technology
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/25959 |
Resumo: | Industry 4.0 is based on digital technological advances that demand educational processes that develop people to act in line with this scenario. Based on the ecological and systemic view, mainly on the concepts of bidirectionality and self-eco-organization, the aim of this text is to reflect on the effect of the connection between education 4.0 and industry 4.0 in Brazil in the constitution of subjectivity. Narrative review was applied in the fields of History and Philosophy of Education, Brazilian Industrialization and Educational and Organizational Psychology, to support a Brazilian socio-historical reading of the four industrial revolutions and their parallel with education, the influence on the Brazilian subjective position is inferred. Ethically positioned in terms of human and professional training, it is argued that technological advances should be at the service of human beings and not the other way around. In this sense, we conclude that dialogic and emancipatory education, aware of its subjective influence, has an important role in social justice. The appreciation of subjectivity supported by the construction of autonomy and thought authorship can serve as key elements to educational success in connection with Industry 4.0. |
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Education 4.0: Value of Subjectivity in Meeting with TechnologyEducación 4.0: Valor de la Subjetividad en el Encuentro con la TecnologíaEducação 4.0: Valor da Subjetividade no Encontro com a TecnologiaEducation 4.0Autonomy of thoughtThought authorship.Educação 4.0Autonomia de pensamentoAutoria de pensamento.Educación 4.0Autonomía de pensamientoAutoría de pensamiento.Industry 4.0 is based on digital technological advances that demand educational processes that develop people to act in line with this scenario. Based on the ecological and systemic view, mainly on the concepts of bidirectionality and self-eco-organization, the aim of this text is to reflect on the effect of the connection between education 4.0 and industry 4.0 in Brazil in the constitution of subjectivity. Narrative review was applied in the fields of History and Philosophy of Education, Brazilian Industrialization and Educational and Organizational Psychology, to support a Brazilian socio-historical reading of the four industrial revolutions and their parallel with education, the influence on the Brazilian subjective position is inferred. Ethically positioned in terms of human and professional training, it is argued that technological advances should be at the service of human beings and not the other way around. In this sense, we conclude that dialogic and emancipatory education, aware of its subjective influence, has an important role in social justice. The appreciation of subjectivity supported by the construction of autonomy and thought authorship can serve as key elements to educational success in connection with Industry 4.0.La Industria 4.0 se basa en avances tecnológicos digitales que demandan procesos educativos que desarrollen a las personas para actuar en consonancia con este escenario. Con base en la visión ecológica y sistémica, principalmente en los conceptos de bidireccionalidad y auto-eco-organización, el objetivo de este texto es reflexionar sobre el efecto de la conexión entre educación 4.0 e industria 4.0 en Brasil en la constitución de la subjetividad. La revisión narrativa se aplicó en los campos de Historia y Filosofía de la Educación, Industrialización Brasileña y Psicología Educativa y Organizacional, para sustentar una lectura sociohistórica brasileña de las cuatro revoluciones industriales y su paralelo con la educación, se infiere la influencia sobre la posición subjetiva brasileña. Posicionado éticamente en materia de formación humana y profesional, se argumenta que el avance tecnológico debe estar al servicio del ser humano y no al revés. En este sentido, concluimos que la educación dialógica y emancipadora, consciente de su influencia subjetiva, tiene un papel importante en la justicia social. La apreciación de la subjetividad sustentada en la construcción de la autonomía y la autoría del pensamiento pueden servir como elementos clave para el éxito educativo en conexión con la Industria 4.0.A indústria 4.0 pauta-se no avanço tecnológico digital que demanda processos educacionais que desenvolvam pessoas para atuarem em consonância a este cenário. Baseado na visão ecológica e sistêmica, principalmente nos conceitos de bidirecionalidade e autoecoorganização, o objetivo deste texto é refletir sobre o efeito da conexão entre educação 4.0 e indústria 4.0 brasileiras na constituição da subjetividade. Aplicou-se a revisão narrativa nos campos da História e Filosofia da Educação, Industrialização brasileira e Psicologia da Educação e Organizacional, para sustentar uma leitura sócio-histórica brasileira das quatro revoluções industriais e de seu paralelo com a educação, infere-se a influência na posição subjetiva brasileira. Posicionados eticamente quanto à formação humana e profissional, defende-se que o avanço tecnológico deva estar a serviço do ser humano e não o contrário. Neste sentido, concluímos que a educação dialógica e emancipadora consciente de sua influência subjetiva tem importante papel na justiça social. A valorização da subjetividade apoiada na construção da autonomia e autoria de pensamento podem servir como elementos chave ao sucesso educacional em conexão com a Indústria 4.0.Research, Society and Development2022-01-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2595910.33448/rsd-v11i2.25959Research, Society and Development; Vol. 11 No. 2; e44611225959Research, Society and Development; Vol. 11 Núm. 2; e44611225959Research, Society and Development; v. 11 n. 2; e446112259592525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIenghttps://rsdjournal.org/index.php/rsd/article/view/25959/22739Copyright (c) 2022 Valéria Marques de Oliveira; Hérica Landi de Brito; Wilson de Jesus Beserra Almeida; Marcus Vinicius Barbosa; Alessandro Simões Marinhohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessOliveira, Valéria Marques de Brito, Hérica Landi deAlmeida, Wilson de Jesus BeserraBarbosa, Marcus ViniciusMarinho, Alessandro Simões2022-02-07T01:42:50Zoai:ojs.pkp.sfu.ca:article/25959Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:44:06.961503Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Education 4.0: Value of Subjectivity in Meeting with Technology Educación 4.0: Valor de la Subjetividad en el Encuentro con la Tecnología Educação 4.0: Valor da Subjetividade no Encontro com a Tecnologia |
title |
Education 4.0: Value of Subjectivity in Meeting with Technology |
spellingShingle |
Education 4.0: Value of Subjectivity in Meeting with Technology Oliveira, Valéria Marques de Education 4.0 Autonomy of thought Thought authorship. Educação 4.0 Autonomia de pensamento Autoria de pensamento. Educación 4.0 Autonomía de pensamiento Autoría de pensamiento. |
title_short |
Education 4.0: Value of Subjectivity in Meeting with Technology |
title_full |
Education 4.0: Value of Subjectivity in Meeting with Technology |
title_fullStr |
Education 4.0: Value of Subjectivity in Meeting with Technology |
title_full_unstemmed |
Education 4.0: Value of Subjectivity in Meeting with Technology |
title_sort |
Education 4.0: Value of Subjectivity in Meeting with Technology |
author |
Oliveira, Valéria Marques de |
author_facet |
Oliveira, Valéria Marques de Brito, Hérica Landi de Almeida, Wilson de Jesus Beserra Barbosa, Marcus Vinicius Marinho, Alessandro Simões |
author_role |
author |
author2 |
Brito, Hérica Landi de Almeida, Wilson de Jesus Beserra Barbosa, Marcus Vinicius Marinho, Alessandro Simões |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Oliveira, Valéria Marques de Brito, Hérica Landi de Almeida, Wilson de Jesus Beserra Barbosa, Marcus Vinicius Marinho, Alessandro Simões |
dc.subject.por.fl_str_mv |
Education 4.0 Autonomy of thought Thought authorship. Educação 4.0 Autonomia de pensamento Autoria de pensamento. Educación 4.0 Autonomía de pensamiento Autoría de pensamiento. |
topic |
Education 4.0 Autonomy of thought Thought authorship. Educação 4.0 Autonomia de pensamento Autoria de pensamento. Educación 4.0 Autonomía de pensamiento Autoría de pensamiento. |
description |
Industry 4.0 is based on digital technological advances that demand educational processes that develop people to act in line with this scenario. Based on the ecological and systemic view, mainly on the concepts of bidirectionality and self-eco-organization, the aim of this text is to reflect on the effect of the connection between education 4.0 and industry 4.0 in Brazil in the constitution of subjectivity. Narrative review was applied in the fields of History and Philosophy of Education, Brazilian Industrialization and Educational and Organizational Psychology, to support a Brazilian socio-historical reading of the four industrial revolutions and their parallel with education, the influence on the Brazilian subjective position is inferred. Ethically positioned in terms of human and professional training, it is argued that technological advances should be at the service of human beings and not the other way around. In this sense, we conclude that dialogic and emancipatory education, aware of its subjective influence, has an important role in social justice. The appreciation of subjectivity supported by the construction of autonomy and thought authorship can serve as key elements to educational success in connection with Industry 4.0. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-01-31 |
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://rsdjournal.org/index.php/rsd/article/view/25959 10.33448/rsd-v11i2.25959 |
url |
https://rsdjournal.org/index.php/rsd/article/view/25959 |
identifier_str_mv |
10.33448/rsd-v11i2.25959 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/25959/22739 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 11 No. 2; e44611225959 Research, Society and Development; Vol. 11 Núm. 2; e44611225959 Research, Society and Development; v. 11 n. 2; e44611225959 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052703926386688 |