TECNOLOGIA E EDUCAÇÃO: ALGUMAS CONSIDERAÇÕES SOBRE O DISCURSO PEDAGÓGICO CONTEMPORÂNEO.
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| Title: | TECNOLOGIA E EDUCAÇÃO: ALGUMAS CONSIDERAÇÕES SOBRE O DISCURSO PEDAGÓGICO CONTEMPORÂNEO. |
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| Alternate Title: | TECHNOLOGY AND EDUCATION: SOME CONSIDERATION REGARDING THE CONTEMPORARY PEDAGOGICAL DISCOURSE. TECHNOLOGIE ET ÉDUCATION: QUELQUES CONSIDÉRATIONS SUR LE DISCOURS PÉDAGOGIQUE CONTEMPORAIN. |
| Authors: | PEIXOTO, JOANA1 joanagynn@gmail.com, ARAÚJO, CLÁUDIA HELENA DOS SANTOS2 helena.claudia@gmail.com |
| Source: | Educação & Sociedade. Jan-Mar2012, Vol. 33 Issue 118, p253-268. 16p. |
| Subject Terms: | *Education, *Educational technology, *Computers in education, *Discourse, Technological innovations |
| Geographic Terms: | Brazil |
| Abstract (English): | This article intends to analyze the principles of the dominant discourse upon the relationship between technology and education based on a state-of-the-art of the computer use in school education from 1997 to 2007 in Brazil. During the research, 107 related works was found on this subject and also references 1330 authors. The analysis of these researches lead to a reflection that searches theoretical support in the displacement of customary discourses concerning the uses of technology in education: those based on the normative prescriptions that seek the incorporation of the technological tools (instrumentalist view) as well as those that impose the ICT (Information and Communication Technologies) as an inevitableness within the schools (determinist view). The whole corpus was used as object of content analysis, indicating the following categories: the computer as a pedagogical-didactic resource and the computer as a political pedagogical resource. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Cet article se propose d'analyser les fondements du discours prédominant sur les relations entre les technologies et l'éducation, en prenant comme base un état des lieux réalisé sur l'utilisation des ordinateurs dans l'éducation scolaire, durant la période de 1997 à 2007 au Brésil. Dans cet état des lieux furent trouvés 107 travaux en lien avec cettre thématique et la référence à 1330 auteurs. L'analyse de ces travaux conduit à une réflexion qui cherche un appui théorique dans la dissociation des discours habituels sur l'usage des technologies dans l'éducation: aussi bien ceux qui se fondent sur des prescriptions normatives pour l'incorporation des instruments technologiques (vision instrumentale) que ceux qui imposent les TIC comme une fatalité au sein des écoles (déterminisme technologique). Le corpus total a été l'objet d'une analyse de contenu, indiquant les catégories suivantes: l'ordinateur comme moyen didactico-pédagogique et l'ordinateur comme moyen politico-pédagogique. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | O presente artigo pretende analisar os fundamentos do discurso predominante sobre as relações entre as tecnologias e a educação, tomando por base um estado da arte realizado sobre os usos do computador na educação escolar, no período de 1997 a 2007 no Brasil. Nesse estado da arte foram encontrados 107 trabalhos relacionados a essa temática e a referência a 1.330 autores. A análise destes trabalhos conduz à reflexão que busca apoio teórico em um descolamento dos discursos habituais sobre o uso das tecnologias em educação: tanto aqueles que se baseiam nas prescrições normativas para a incorporação dos instrumentos tecnológicos (visão instrumental), como aqueles que impõem as TIC como uma fatalidade no seio das escolas (determinismo tecnológico). O corpus total foi objeto de análise de conteúdo, indicando as categorias: o computador como recurso didáticopedagógico e o computador como recurso político-pedagógico. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | This article intends to analyze the principles of the dominant discourse upon the relationship between technology and education based on a state-of-the-art of the computer use in school education from 1997 to 2007 in Brazil. During the research, 107 related works was found on this subject and also references 1330 authors. The analysis of these researches lead to a reflection that searches theoretical support in the displacement of customary discourses concerning the uses of technology in education: those based on the normative prescriptions that seek the incorporation of the technological tools (instrumentalist view) as well as those that impose the ICT (Information and Communication Technologies) as an inevitableness within the schools (determinist view). The whole corpus was used as object of content analysis, indicating the following categories: the computer as a pedagogical-didactic resource and the computer as a political pedagogical resource. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01017330 |
| DOI: | 10.1590/S0101-73302012000100016 |
