ICT, Media and Education – Some Considerations from the Brazilian Scenario

Fabiana Diniz Kurtz,Denilson Rodrigues Da Silva

doi:10.17951/en.2020.5.487-501

Abstract

<p>The Brazilian educational context has shown a relative emphasis on what official documents foresee with regard to the mere “use” of ICT as opposed to a more critical stance that situates these technologies as cultural instruments with an empowerment dimension. With the purpose of constituting a theoretical and epistemological framework around the relationship between technologies and education, this report presents concepts hitherto shyly presented in Brazil, on the basis of the compilation of studies published in the last five years worldwide.</p>

Highlights

Pedagogical practices in higher education, including teachers’ education process, demand proposals capable of developing differentiated autonomy, competences and skills with future teachers, based on solid theoretical and conceptual pillars
The Brazilian educational context has shown a relative emphasis on what official documents foresee with regard to the mere “use” of Information and Communication Technologies (ICT) as opposed to a more critical stance that situates these technologies as cultural instruments with an empowerment dimension
We present social implications of the gaps left for the limited presence of CS elements that deepen understandings of what can be perceived as potentialities M and limitations of ICT in education, closely linked to social and cultural values U based on media education

Summary

INTRODUCTION

Pedagogical practices in higher education, including teachers’ education process, demand proposals capable of developing differentiated autonomy, competences and skills with future teachers, based on solid theoretical and conceptual pillars. When considering ICT as cultural instruments, in these terms, it is important to turn attention to the qualitative changes of these actions and not just to their development or to their quantitative character Research that explores this pedagogical, conceptual and epistemological character of the relationship between ICT and education is increasingly necessary and urgent in the sense of implementing proposals that integrate technologies/media and education not in a technical sense, but for critical and emancipatory purposes. When conceiving the process of internalizing higher mental functions, Vygotsky asserted that this transition to mediated activity, by artificial means, changes all psychological operations, in the same way that the use of instruments expands the range of activities in which new psychological functions operate In this sense, ICT are equivalent to what Vygotsky referred to external stimuli that allow human beings to alter their development flow, something that differs from Piaget’s writings. These five key concepts can be understood as: algorithmic thinking, which considers the ability to define precisely and clearly the steps necessary to solve problems; evaluation,

A Thought Process

Evaluation

CONCLUSIONS

Literature