DIALOGUES BETWEEN CRITICAL EDUCATION AND TECHNOLOGIES

Abstract

The objective of this article is to critically analyze, from an open questionnaire answered by a group of teachers from a campus of Catarinense Federal Institute, which possible dialogues this group establishes between critical education and technologies in its pedagogical practice. Through this objective, some questions guide this research movement: 1- What do these teachers understand by critical education? 2- And, according to them, what examples of activities developed with the use of technology/ies in their classes, potentialize critical education among their students? The conclusions of the research point out that theoretically it is possible to approach these two areas of knowledge – technologies and critical education. In the answers to the questionnaire, the teachers show an approximation with the concepts of technologies and critical education, however, when making explicit examples of activities developed in the classroom, they most reveal little articulation between these two concepts. This little connection between technologies and critical education in practical activities occurs, in my point of view, due to a certain lack of initial and/or continuous professional developments aimed at teaching and learning with technologies. Proposals for teacher’s development that discuss, from a theoretical- practical perspective, technologies as potentiating for critical education, can be key elements for more productive dialogues between these two areas of knowledge.