Perturbações e desafios das tecnologias nos processos educativos na contemporaneidade

Abstract

Since the expansion of the use of technologies in educational contexts, taking into account the use of classic technologies and the emergence of new technologies that emerge all the time in digital culture, we are led to recognize their non-neutrality and the ever-present threat of forms of social, colonization through cultural reconfigurations (Feenberg, 2002). While some business groups promote new strategies to increase their profitability with the unprecedented discoveries in relation to the possibilities offered by technologies, a portion of the population lives at the mercy of all this, without access to basic resources. Recently, the development of generative Artificial Intelligence (AI) tools that are easier to use has generated a lot of commotion in the educational community, with a reinforcement of salvationist discourses or a new/old fear of replacing teachers with machines in the educational process. Digital technologies are once again at the center of educational debates, demanding a critical stance from researchers in the field of technology and education. We need to analyze the impacts that these new technologies have on society, on educational contexts and on the way we relate to knowledge. This special issue hopes to broaden the debate on the interactions between technologies and education from a critical perspective, seeking to problematize, analyze and produce knowledge about how digital technologies determine our educational processes, highlighting the polysemies and complexities that emerge from this relationship.