For a reconstructive culture of the senses of technologies in education

Abstract

The article discusses the reconstruction of the meanings of technologies in education, to think critically. The research problem aims to understand the relationship between education and technology and its pedagogical interlacings, based on the studies of critical theorists about the philosophy of technology, seeking to elucidate the formative contradictions and how this universe is appropriate in pedagogical practices, considering that often this robotizes such practices. In thissense, one wonders about the counter-hegemonic alternatives to foment dialogues and question the operational reason for technologies in education, whose operability still serves as an inspiration to solve educational problems.