EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. EPAA/AAPE publishes issues comprised of empirical articles, commentaries, and special issues at roughly weekly intervals, all of which pertain to educational policy, with direct implications for educational policy.
Work, teacher training, and integration of DICT to educational practices: Beyond technological rationality
Lucas Marfim, Lucila Pesce
Abstract
As a result of an academic research integrated with an interinstitutional research, this article is a theoretical-conceptual study, which discusses how the development and spread of technology, under the capitalist mode of production and conditioned by its own rationality, are a part of a global model of power organization that drive human training purposes and decisively affect current public educational policies for teacher work and training. The text also highlights and problematizes the contradictions related to the sociocultural and economic transformations caused by the emergence of digital information and communication technologies (DICT) to discuss the limits and possibilities of integrating DICT with pedagogical practices, considering their educational implications, under ethical approach, so that this field of training of graduates goes beyond the technical parameters linked to economic productivity.
As a result of an academic research integrated with an interinstitutional research, this article is a theoretical-conceptual study, which discusses how the development and spread of technology, under the capitalist mode of production and conditioned by its own rationality, are a part of a global model of power organization that drive human training purposes and decisively affect current public educational policies for teacher work and training. The text also highlights and problematizes the contradictions related to the sociocultural and economic transformations caused by the emergence of digital information and communication technologies (DICT) to discuss the limits and possibilities of integrating DICT with pedagogical practices, considering their educational implications, under ethical approach, so that this field of training of graduates goes beyond the technical parameters linked to economic productivity.
Keywords
Technological Rationality; Teaching; Initial Teacher Training; Digital Information and Communication Technologies; Freirean Empowerment
Marfim, L., & Pesce, L. (2017). Formação do pedagogo para o uso educacional das tecnologias digitais de informação e comunicação: Uma revisão de literatura (2006-2014). Laplage em Revista,3(2), 9-23. Disponível em: http://www.laplageemrevista.ufscar.br/index.php/lpg/article/view/339
Pesce, L. (2013). O programa um computador por aluno no estado de São Paulo: Confrontos e avanços. In: Anais da XXXVI Reunião Anual da ANPED: Sistema Nacional de Educação e Participação Popular: Desafios para as políticas educacionais (Vol. 1; pp. 1-31). Goiânia: Ed UFG. Disponível em: http://36reuniao.anped.org.br/pdfs_trabalhos_encomendados/gt16_trabencomendado_lucilapesce.pdf
education policy analysis archives
Email the author 
