Encontros da tecnologia e sociedade da informação: perspectivas da filosofia da educação no século XXI

Abstract

As Information and Communication Technologies (ICT) are increasingly important in our society and in our lives, it becomes a priority to ask about the implications of their role in the philosophy of education and what place they should have in this new era. The thesis to be defended cannot be other than the introduction of ICT caused significant structural changes in society. Changes that affect not only the lives of people and their interactions, but also the way of thinking and knowing the world that surrounds them. Two methodologies of the qualitative paradigm were used as philosophy’s foundation for education. Evidenciating the descriptive orientation of phenomenology and the interpretive perspective of hermeneutics, which converge at a point of intersection, we are faced with a research of these two approaches. It is the fact that we are in a period with several modifications, propitiated by the ongoing technical-scientific revolution, where we have transformed: the way of producing and relating, the forms of control and power, as well as many of interactions that constitute our daily life. In this sense, the proposals for current education seek to examine the transformations of contemporary science and its implications for our task as educators. At present, technology is considered as a tool of domination of nature and a means to develop human capacities in its entire splendor, in other cases, sometimes there is a paradox between a field of technique and a technique of domination. From this confrontation, a blindness to a kind of seduction in the face of technical domination is generated, attributed mainly to the fact that the twentieth century was totally technical (regarding dependence) or strictly industrial scope, so a very common impression would that the human being would be nothing without a technological device. The information society is the inevitable consequence of technological change in developed countries, which in recent years has generated global effects. Information, communication and knowledge are proper languages of this new period, in which cyber-society and education-communication are incorporated in teaching and learning. The new ways of doing philosophy today establish a debate with the present in the pedagogical practice through the relations in the philosophy of education for the XXI century, which concretizes the multiple possibilities of the work to be followed in and out of school. The final considerations were divided in blocks of reflection that establish the proper position on each one of the parts worked and developed in this thesis. In turn, we present some dislocations in the manner of non-conclusion of the academic work, so that such considerations drive the investigations to follow, to continue and to institute.