Pesquisas sobre educação e tecnologias : questões emergentes e configuração de uma temática

Abstract

This research aims at identifying and analyzing the theme “education and technology” on the thesis published, from 2008 to 2013, by post-graduation programs in Education all over Brazil. It is part of the study subject entitled Theories of Education and Pedagogical Processes in the Post-Graduation Program in Education at PontificalCatholic University(PUC-GO) and it is driven by the following question: How is the theme “education and technology” characterized by the academic researches in education in Brazil? In order to deal with this question, we chose the methodology of research called State of Knowledge so that we were able to identify the genesis that constituted the studied theme itself (SAVIANI, 2007; VOSGERAU; ROMANOWSKI, 2014; ROMANOWSKI; ENS, 2006; FERREIRA, 2002). The corpus was organized by selecting the data taken from Brazilian libraries integrated to the universities which held Post-Graduation Programs in Education. The thesis were chosen according to the following criteria conducted in the briefing: 1) They had to belong to the set of 13 universities responsible for stablishing the GT 16 at Anped; 2) They had to take part to Post-Graduation programs which research about the theme “education and technology”; 3) Their authors or advisers must be a member in current research groups at Cnpq; 4) They must have published within 2008 and 2013. We selected 45 thesis from the following institutions: UFC, UnB, UFGRS, UFBA and UFRJ. The limitation of the temporal interval took into consideration the study (mapping) of Barreto (2002) and Araújo (2008) which investigated the period from 1996 to 2008. The data analysis reviewed and identified the following items for every thesis: the author, the title, the adviser, the institution, the keywords, research group in which the author or adviser takes part in, the studied theme, the most cited technological artifacts, the terms used to refer to technologies and the authors used in the references. We present our results under two dimensions: descriptive and analytical. In the first dimension, we organized and tabulated the information gathered by using the method called note taking. In our analysis we identified the aspects/criteria which permeates the corpus and pointed out its consensus and tensions. We counted on Feenberg (2010, 2012), Peixoto (to reflect upon the relation between technologies and education (2009, 2015), Rüdiger (2007) e Vieira Pinto (2005a, 2005b). In order to make a historical-critical and dialectical data analysis, we supported it in authors such as Duarte (1998, 2006, 2010a, 2010b, 2013), Saviani (2007) e Vieira Pinto (2005a, 2005b). The outcome points out to the persistence of technocentric discourses. It also shows the paradox between the critical procedure for the analysis of macropolitical issues and an uncritical approach to discuss the pedagogical appropriation of technologies. Finally, we found that managing the relation between education and technologies ranges from an instrumental perspective to a determinist one (FEENBERG, 2010). The conception of the pedagogical use of technologies finds itself all over distinctive discourses that converge to the adoption of technology as a fundamental resource for pedagogical innovation.