Work, teacher training, and integration of DICT to educational practices: Beyond technological rationality

Authors

DOI:

https://doi.org/10.14507/epaa.27.4168

Keywords:

Technological Rationality, Teaching, Initial Teacher Training, Digital Information and Communication Technologies, Freirean Empowerment

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.

Downloads

Download data is not yet available.

Author Biographies

Lucas Marfim, Universidade Federal de São Paulo

Graduated with degrees in History and Education from the Federal University of São Paulo.

Professor of History for elementary and high school in the public education network of the state of São Paulo.



Lucila Pesce, Universidade Federal de São Paulo

Doutora e mestre em Educação: Currículo, pela Pontifícia Universidade Católica de São Paulo (PUC/SP), com pós-doutorado em Filosofia e História da Educação, pela Universidade Estadual de Campinas (UNICAMP); bacharel e licenciada em Letras (Português e Inglês), pela Universidade Presbiteriana Mackenzie (UPM). Professora Associada do Departamento de Educação da Universidade Federal de São Paulo (UNIFESP); professora credenciada no Programa de Pós-Graduação em Educação da UNIFESP. Líder do Grupo de Pesquisa LEC: Linguagem, Educação e Cibercultura. Consultora ad hoc do GT 16 (Educação e Comunicação) da ANPED - Associação Nacional de Pós-Graduação e Pesquisa em Educação de 2007 a 2017. Vice-coordenadora do GT 16 da ANPEd: out. 2017 - out. 2019. Membro das seguintes redes internacionais de pesquisa: REPEM (Rede de Pesquisas em Educação e Mídia, Unirio), Red Estrado (Rede Latino-Americana de Estudos sobre Trabalho Docente), COLEARN (Collaborative Open Learning, The Open University, vinculada à Responsible Research and Innovation - RRI).

 

Published

2019-08-05

How to Cite

Marfim, L., & Pesce, L. (2019). Work, teacher training, and integration of DICT to educational practices: Beyond technological rationality. Education Policy Analysis Archives, 27, 89. https://doi.org/10.14507/epaa.27.4168

Issue

Section

Articles

Most read articles by the same author(s)