Abstract:
The study discusses the insertion of technological elements in the school environment from the perspective Andrew Feenberg’s Critical Theory of Technology. It was carried a literature review and an analysis of six thesis defended between 2015 and 2018 at universities of the State of São Paulo. Through a qualitative analysis, it was adopted as investigative criteria his critical-philosophical contribution considering two main aspects: the treatment in face of the ambivalence between the uses of technical designs and its effects; the understanding about teaching automation. Epistemological criticism of technology seldom appears on research. Conversely, understanding that this is a necessary and urgent insertion shows in the majority of works; the majority of thesis revealed enthusiastic about the idea of automation; the discussion between ‘informational content’ and ‘processes’ of creation and production rarely appears; and most works defend that new technologies are conducive to a more democratic environment. It was revealed, overall, that the idea of using technical instruments at school is rarely reproached. It is also revealed that the sample space should not suit a wide generalization, but a critical cutout of Sao Paulo State universities’ production on the observed years.
Keywords:
education; educational technology; critical theory
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