Empresa HD, aluno monitor: a Microsoft e a construção da crença nas tecnologias
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/100446 |
Resumo: | There is a consensus that digital technologies are able to positively change the quality of education. Through the articulation of multiple social fields interested in the relationship between education and technologies, a symbolic universe of (usually positive) values related to digital devices is converted into a repertoire which enshrines this consensus and turns it into a kind of myth, a belief. This myth is spread over several social spaces and it shapes a favorable environment for technologies, which involves the field of education (in an interrelation with other social fields) and puts pressure on schools for modernization through the adoption of technologies. This article aims to reflect on the contribution of the corporate field for the shaping of this favorable environment for modernization, based on the analysis of the repertoire created and disseminated by Microsoft regarding the use of technologies in education. This repertoire is registered in corporate reports, which have been analyzed in order to understand how they represent (1) the impact of technologies on education; the way education embraces (2) technological trends; and (3) the effects and potential of technological languages in education spaces. It is understood that the company intends to have an all-encompassing action towards education, prescribing the use of technologies in institutional material, focusing on the media and universities, and working in partnership with the government for the adoption of their equipment, products and software. Based on institutional reports, we examine the symbolic material produced by Microsoft, with comprises and strengthens a network in favor of technologies, also formed by other social fields interested in modernizing education, such as the government, the media and universities. |
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Empresa HD, aluno monitor: a Microsoft e a construção da crença nas tecnologias HD company, monitor student: Microsoft and the construction of belief in technologies There is a consensus that digital technologies are able to positively change the quality of education. Through the articulation of multiple social fields interested in the relationship between education and technologies, a symbolic universe of (usually positive) values related to digital devices is converted into a repertoire which enshrines this consensus and turns it into a kind of myth, a belief. This myth is spread over several social spaces and it shapes a favorable environment for technologies, which involves the field of education (in an interrelation with other social fields) and puts pressure on schools for modernization through the adoption of technologies. This article aims to reflect on the contribution of the corporate field for the shaping of this favorable environment for modernization, based on the analysis of the repertoire created and disseminated by Microsoft regarding the use of technologies in education. This repertoire is registered in corporate reports, which have been analyzed in order to understand how they represent (1) the impact of technologies on education; the way education embraces (2) technological trends; and (3) the effects and potential of technological languages in education spaces. It is understood that the company intends to have an all-encompassing action towards education, prescribing the use of technologies in institutional material, focusing on the media and universities, and working in partnership with the government for the adoption of their equipment, products and software. Based on institutional reports, we examine the symbolic material produced by Microsoft, with comprises and strengthens a network in favor of technologies, also formed by other social fields interested in modernizing education, such as the government, the media and universities. Existe um consenso de que as tecnologias digitais podem incidir na melhoria da qualidade da educação. Articulado por múltiplos campos sociais interessados na relação entre educação e tecnologias, um universo simbólico de valores (em geral, positivos) relacionados aos aparatos digitais se converte em repertório que consagra esse consenso e o transforma em uma espécie de mito, uma crença. Esse mito circula por diversos espaços sociais, formando uma ambiência favorável às tecnologias, que envolve o campo educacional (em inter-relação com outros campos sociais) e pressiona a escola pela modernização a partir da adesão às tecnologias. Este artigo tem como objetivo promover uma reflexão acerca da contribuição do campo empresarial para a conformação dessa ambiência favorável à modernização, a partir da análise do repertório produzido e difundido pela multinacional Microsoft acerca do uso das tecnologias na educação. Esse repertório está registrado em relatórios corporativos que foram analisados para entender de que modo representam: (1) o impacto das tecnologias na educação; o modo como a educação adere às (2) tendências tecnológicas; e (3) os efeitos e potenciais das linguagens tecnológicas em espaços educativos. Entende-se que a empresa pretende ter uma ação totalizante relacionada à educação, prescrevendo o uso das tecnologias em materiais institucionais, incidindo na mídia e na universidade e atuando em parceria com governos para a adoção de seus equipamentos, produtos e programas. Com base nos relatórios institucionais, investiga-se o corpo simbólico produzido pela Microsoft, que integra e reforça uma rede em prol das tecnologias, composta também por outros campos sociais interessados na modernização da educação, a exemplo do poder público, da mídia e da universidade. Universidade de São Paulo. Faculdade de Educação2015-06-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/10044610.1590/S1517-97022015041662Educação e Pesquisa; v. 41 n. 2 (2015); 527-542Educação e Pesquisa; Vol. 41 No. 2 (2015); 527-542Educação e Pesquisa; Vol. 41 Núm. 2 (2015); 527-5421678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/100446/99054Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessPrazeres, Michelle 2015-07-14T17:19:37Zoai:revistas.usp.br:article/100446Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2015-07-14T17:19:37Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Empresa HD, aluno monitor: a Microsoft e a construção da crença nas tecnologias HD company, monitor student: Microsoft and the construction of belief in technologies |
title |
Empresa HD, aluno monitor: a Microsoft e a construção da crença nas tecnologias |
spellingShingle |
Empresa HD, aluno monitor: a Microsoft e a construção da crença nas tecnologias Prazeres, Michelle |
title_short |
Empresa HD, aluno monitor: a Microsoft e a construção da crença nas tecnologias |
title_full |
Empresa HD, aluno monitor: a Microsoft e a construção da crença nas tecnologias |
title_fullStr |
Empresa HD, aluno monitor: a Microsoft e a construção da crença nas tecnologias |
title_full_unstemmed |
Empresa HD, aluno monitor: a Microsoft e a construção da crença nas tecnologias |
title_sort |
Empresa HD, aluno monitor: a Microsoft e a construção da crença nas tecnologias |
author |
Prazeres, Michelle |
author_facet |
Prazeres, Michelle |
author_role |
author |
dc.contributor.author.fl_str_mv |
Prazeres, Michelle |
description |
There is a consensus that digital technologies are able to positively change the quality of education. Through the articulation of multiple social fields interested in the relationship between education and technologies, a symbolic universe of (usually positive) values related to digital devices is converted into a repertoire which enshrines this consensus and turns it into a kind of myth, a belief. This myth is spread over several social spaces and it shapes a favorable environment for technologies, which involves the field of education (in an interrelation with other social fields) and puts pressure on schools for modernization through the adoption of technologies. This article aims to reflect on the contribution of the corporate field for the shaping of this favorable environment for modernization, based on the analysis of the repertoire created and disseminated by Microsoft regarding the use of technologies in education. This repertoire is registered in corporate reports, which have been analyzed in order to understand how they represent (1) the impact of technologies on education; the way education embraces (2) technological trends; and (3) the effects and potential of technological languages in education spaces. It is understood that the company intends to have an all-encompassing action towards education, prescribing the use of technologies in institutional material, focusing on the media and universities, and working in partnership with the government for the adoption of their equipment, products and software. Based on institutional reports, we examine the symbolic material produced by Microsoft, with comprises and strengthens a network in favor of technologies, also formed by other social fields interested in modernizing education, such as the government, the media and universities. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-06-01 |
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.revistas.usp.br/ep/article/view/100446 10.1590/S1517-97022015041662 |
url |
https://www.revistas.usp.br/ep/article/view/100446 |
identifier_str_mv |
10.1590/S1517-97022015041662 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/100446/99054 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 41 n. 2 (2015); 527-542 Educação e Pesquisa; Vol. 41 No. 2 (2015); 527-542 Educação e Pesquisa; Vol. 41 Núm. 2 (2015); 527-542 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713810078892032 |