Tecnologia, Trabalho e Educação : uma tríade de entusiasmo e paradoxos

• Ano de defesa: 2017
• Autor(a) principal: Vieira, Raphael Henrique de Araújo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Tecnologias, Comunicação e Educação (Mestrado Profissional)
• Palavras-chave em Português: Educação; Professores - Efeito de inovações tecnológicas; Tecnologia educacional; Professores - Formação; TICs; Trabalho docente; Education; ICTs; Teaching labor; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/21188; http://doi.org/10.14393/ufu.di.2017.478

This research aims to discuss the labor implications of the changes observed in contemporary society, with emphasis on the educational sphere, based on the new information paradigm engendered by the development of Information and Communication Technologies (ICTs). This information revolution provokes diverse cultural transformations in individuals and in all social spheres – these changes permeate the world of work from a new labor context, start to compose the educational domain and impose new challenges and demands on the teaching work that deserve to be evaluated. It is necessary to consider not only the enthusiastic view of the issue, but also to emphasize its counterpoints, in order to establish a broad and critical point of view for a developing framework. The research proposes, through a bibliographical survey, analyze some meanings for the term technology, which demonstrates an ample semantic aspect. The question, which involves philosophical and ideological factors, is often associated with unprecedented progress. In addition, the research focuses on the concept of Information and Communication Technologies (ICTs), in order to disambiguate it against the different current nomenclatures. The insertion of ICTs in the educational world is discussed according to the historical bias. The possible new roles of students are addressed, the new teaching attitudes, their context of formation, and the contradictions that are involved in this context. The new social configuration, seen by some as a "new industrial revolution", is based, stimulating changes that extrapolate the level of information and can be seen as beneficial to society. It is also considered (according to this vision) the configuration of individuals and their learning process at the discussed moment. On the other hand, ratifying the idea of embracing paradoxical visions for the theme in focus, the research brings together divergent positions in technological dazzle. The text explores the ideological discourse that would permeate the "information revolution", overwhelming the digital exclusion that it built. The research also discusses the fetishism justified by dominant social interests associated with capital. The definition of the labor and its intrinsic relation to the educational sphere is also analyzed. In this relationship, full of intensification and flexibilization. In the center of the metamorphoses of contemporary labor, the role of ICTs is considered. Thus, the research discusses and associates the elements and paradoxes that compose the triad "Technology, Labor and Education", pointing out the need for a critical and non-univocal discussion on the subject.