A integração das tecnologias digitais às salas de aula: características e enquadramento a partir da teoria crítica

Abstract

The present dissertation addresses the theme of technologies applied to classrooms in the first two decades of the 21st century, developed in three different movements. First, we mapped publications in a global perspective, identifying the theoretical basis and typologies in research on the integration of ICT in education. The objective was to investigate scientific research, public policy, and a project of technology integration in education in its typological and theoretical aspects. To do so, conceptions were based on the Critical Theory of Technology developed by Andrew Feenberg and the different typologies of applied technologies were investigated. The second movement sought to identify and investigate the official documents of the public policy of Basic Education in Brazil that define the goals and strategies for integrating technologies into the classroom and the typologies of these technologies. Finally, the process of technology integration in federal technical high school education in Amazonas was analyzed, from the study of the given reality, of an ongoing federal funding project and its edict, objects that materialize the Brazilian public education policy. The methodological approach employed the mixed method procedure of both quantitative and qualitative aspects. Thus, bibliometric was used to select scientific research articles, distinguishing them by degree of relevance in the constitution of the corpus, to typify the research applied to technologies in the 21st century and its framework according to critical theory. To prospect and qualify the data, we used content analysis of the articles in the corpus. To answer the problem of how technology has been understood, used in the Brazilian public policy field, and employed in the project development, a critical analysis of the IFMaker/IFAM-AM project was conducted. The results present the typologies of technologies being integrated into the classroom, the perspectives of scientific research as to the critical theory of technology, the goals and strategies characterized in subcategories of technical and sociocultural artifacts and their correlation with uncritical and critical positions, and the critique of the process of implementation of the IFMaker/IFAM-AM laboratory in Amazonas. Thus, the study incorporates the discussion of the process of integration of technologies, underway, in the federal public high school education in Amazonas to assume the centrality of the Amazonian issue in the study.