Tecnologia e ética: a formação cidadã para a responsabilidade

Abstract

The present research is the result of a concern caused by human moral problems that reproduce themselves concomitantly with the massification of technologies. It starts from the understanding that the current technological stage is riddled with a threatening power, because it is no longer fully under human control, capable of extending into the distant future. Therefore, it seeks to problematize the technologies at school through philosophy, revealing their potential harm, which are minimized by the benefits enjoyed in everyday life. These, because they are immediate, have greater power of persuasion in terms of common sense, determining priorities in decision-making that materialize in the attitudes of subjects immersed in digital culture. Through a critical analysis, it demonstrates that the official documents that conduct education - PCN, BNCC and RCA-Amazonense -, although they defend the technologies insertion in the classroom, they favor a fragmented formation of a technical nature, aimed at the instrumentalization of human being, contrary to the paradigm of student integral formation, which tends to aggravate the problems explained during the study. In order to face the current challenges, it demands a philosophy teaching mediated by technologies, in name of a contextualized pedagogical practice. It proposes a philosophical experience in the format of Interdisciplinary Project in Elementary School-Final Years, based on the collaborative learning in groups methodology, focused on ethical formation, having as reference the Hans Jonas responsibility principle, which emphasizes prudence in the use of technologies, whose heuristic categories of fear, paternal and political responsibility represent a path for the formation of a critical, reflective and responsible citizen, capable of assuming the moral duty to make efforts towards (re) humanization of technology, positioning it as a means at the service of humanity, not as an end in itself.