Tecnologia na mediação do trabalho docente: contribuições da teoria histórico-cultural

Abstract

This thesis is the result of a literature review and it is affiliated with Educational Theories and Pedagogical Processes Line of Research, in the Stricto Sensu Post-graduation Program of Education of the Pontifical Catholic University of Goiás. Analyses based on the dialectical logic mobilize the framework of the historical-cultural theory, in its Marxist epistemological assumptions, aiming to problematize the technology in the mediation of the teaching work, to expand the analyses between education and technology that support hegemonic conceptions of an instrumental and uncritical education. The concepts of consciousness and appropriation are key. Thus, mediation, semiotic mediation, unity between tool and sign, higher psychological function, dynamic inter-functional relations, internalization and the link between accumulation and expropriation are articulately addressed in the three chapters. The first chapter develops the concept of technology as tool and sign, a unit that qualitatively alters elementary processes and characterizes the development of the higher psychological functions and the consciousness. It considers that the history of man is objectified in the tools and signs and through them can be appropriated. It presents the current historical conditions for the teacher training and the teaching work, dimensions that are integrated into the class conflict. The second chapter brings the origin, the structure and the development of consciousness as important contributions to the understanding of technology in the mediation of the teaching work. The structure of the consciousness is, inwardly, largely constituted by the internal association between meaning and sense. The disintegration of the consciousness, developed when meaning and sense acquire an external relationship, is a possible explanation for the technocentrism found in the studies that articulate education and technology. The technological development in the capitalist society is linked to the processes of disintegration of the consciousness. The processes of internalization and appropriation are crucial to understand the link between the class conflict and the development of the individuals. The technology in the mediation of the teaching work appears as part of the ideological process socially developed and as a materialization of the existing contradiction between accumulation and expropriation. The third chapter clarifies how the social relations can explain behaviors considered individual and presents the development of the concept of ideology, its mechanisms of concretization and a specific face of technology, as a fetishized and reified commodity. It is essential to consider technology in its concrete and abstract dimension to understand it in the mediation of the teaching work. The unity between tool and sign indicates that the external domain of the nature is reciprocally linked to the internal domain of the behavior (MARX; ENGELS, 2004; MARX, 2013, VYGOTSKI, 2009). Understanding technology as a dialectical unit (subject / object, technical / symbolic, tool / sign, individual / collective) linked to the main conditions of the mode of production and the social relations is essential for its comprehension in the mediation of the teaching work. It considers that technology can contribute to alienation and humanization processes. It concludes that the technical environment is not innovative in itself, as it incorporates complex social relations and materializes the contradictions of the class conflict. Technological devices may seem revolutionary, but they are part of the evolutionary dynamic that does not have its essence in the technological environments exclusively