School culture and the culture of school as guides to the development of educational technologies

Abstract

The aim of this article is to analyze the elements of the school culture and the culture of school that guided the development of an educational technology. Traditionally these technologies are developed separated from the school, generating the non-use of Digital Information and Communication Technologies (TDIC) for pedagogical practices. In order to propose alternative development methodologies, the research started from the the study of the Critical Theory of Technology and the Participatory Design. As a starting point it is necessary to deeply analyze this context. Through content analysis of teachers and managers' speech from three public schools, it was identified within the scope of the school culture, topics related to infrastructure policies and management of the educational system and to social perceptions related to the TDIC’s pedagogic potentialities and the role of teachers in its integration. In the context of the culture of school, statements allowed us to understand the impact of infrastructure in the pedagogical practice; how the school management deals with issues related to TDIC integration; the potentialities of TDIC recognized by the school and the previous experiences of the teachers. Based on this analysis, actions were defined in the scope of creating, training and collective political action.