Educación y TIC: entre medios y fines. Una reflexión post-crítica

Sánchez Rojo, Alberto; Martín Lucas, Judith

Educación y TIC: entre medios y fines. Una reflexión post-crítica

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https://www.scielo.br/j/es/a/dvqVBqSLbL3BXxt93LMnDhd/?lang=es#

Publication date

2021

Authors

Sánchez Rojo, Alberto

Martín Lucas, Judith

Publisher

Centro de Estudos Educação e Sociedade (CEDES)

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https://hdl.handle.net/20.500.14352/94377

Citation

Rojo, A. S., & Martín-Lucas, J. (2021). EDUCACIÓN y TIC: ENTRE MEDIOS y FINES. UNA REFLEXIÓN POST-CRÍTICA. Educação & Sociedade, 42. https://doi.org/10.1590/es.239802

Abstract

El discurso educativo actualmente dominante, en tanto que heredero de la pedagogía crítica, tiende a entender la educación como medio para el logro de fines políticos, sociales y personales. Asimismo, su desarrollo es hoy en día inseparable del uso y manejo de otros medios, las TIC. Este trabajo, desde una perspectiva filosófico-educativa, pretende, en primer lugar, mostrar que la concepción de la educación exclusivamente como medio es incompleta; y, en segundo lugar, demostrar que esta implica una consideración de las TIC no sólo limitada, sino, además, educativamente peligrosa. Concluimos en la necesidad de rescatar una concepción teleológica de la educación hoy olvidada, que neutralice este riesgo.
The currently dominant educational discourse, as the heir of critical pedagogy, tends to understand education as a means to the achievement of political, social, and personal ends. Additionally, its development is nowadays inseparable from the use and handling of other means, the ICT. This paper, from a philosophicaleducational perspective, aims, firstly, to show that the understanding of education exclusively as a means is incomplete; and, secondly, that this entails a consideration of the ICT not just limited, but educationally dangerous as well. We conclude that it is necessary to recover a currently forgotten teleological understanding of education which neutralizes this risk.
O discurso educativo dominante, herdeiro da pedagogia crítica, tende a entender a educação como meio para o alcance de fins políticos, sociais e pessoais. Da mesma forma, seu desenvolvimento é hoje em dia inseparável do uso e da gestão de outros meios, as TIC. Este trabalho, a partir de uma perspectiva filosóficoeducativa, pretende, em primeiro lugar, mostrar que a concepção da educação exclusivamente como meio é incompleta; e, em segundo lugar, demonstrar que essa implica uma consideração das TIC não só limitada, porém, sobretudo, educativamente perigosa. Concluímos abordando a necessidade de resgatar uma concepção teleológica da educação, hoje esquecida, que neutralize esse risco.

Description

Esta investigación se inscribe dentro de los siguientes proyectos financiados: 1) “CONECT-ID. La identidad hiperconectada de la juventud y su percepción del tiempo en el ocio digital”. Ministerio de Ciencia, Innovación y Universidades. Referencia: PGC2018-097884-B-I00 (2019-2022). 2) “Identidades digitales en jóvenes hiperconectados: retos para el contexto familiar, social y escolar”. Junta de Castilla y León. Referencia: SA038G19 (2018-2021). Referencias bibliográficas: • AKÇAYIR, G.; AKÇAYIR, M. The flipped classroom: a review of its advantages and challenges. Computers & Education, New York, v. 126, p. 334-345, 2018. https://doi.org/10.1016/j.compedu.2018.07.021 • ALMEIDA, F. Concept and Dimensions of Web 4.0. International Journal of Computers and Technology, Faridkot, v. 16, n. 7, p. 7040-7046, 2017. https://doi.org/10.24297/ijct.v16i7.6446 • ALVES, E. E. C.; STEINER, A. Q. Globalization, technology and female empowerment: breaking rights or connecting opportunities? 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