The oppressive use o technological knowledge in education. A critical-social view from human development
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Keywords
Use of knowledge, Education and technology, Digital literacy, Attention and understanding, Teaching and learning
Abstract
The first objective of this article was to carry out a critical-reflexive search on theoretical approaches and educational experiences, with the aim of finding possible problems in the knowledge and use of technological knowledge in education. This review was carried out from the critical-social research paradigm, supported by the historical-hermeneutic paradigm from the methodological approach of documentary review and analysis with a critical qualitative analysis approach. In the heuristic and hermeneutic phases, the following transversal problems were found and interpreted: 1) technology as a neutral element, 2) the existence of the information and knowledge society, 3) multitasting within teaching-learning, and 4) the digitalization of teaching-learning in education. As a result of the critical analysis, it was found that due to the four problems discovered, there are great difficulties and threats that are configured in an oppressive knowledge and use of technological knowledge in education, threatening and preventing the exercise and development of attention and understanding in education for human development.
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Andrés Felipe Pérez-Velasco, Researcher at the Ibero-American Pedagogy Network REDIPE, Colombia
Researcher of the Ibero-American Pedagogy Network REDIPE, member of the Latin American Association of Asian and African Studies ALADAA, member of the Ibero-American Network for Research in Audiovisual Narratives Red INAV