Resumen

ELIAS, EDUARDO DE OLIVEIRA  y  CARVALHO, ELIETE MARTINS CARDOSO DE. Formación del profesorado y tecnologías de la información y la comunicación: límites y posibilidades. Rev. Comunic [online]. 2015, vol.22, n.3, pp.137-144. ISSN 2238-121X.  https://doi.org/10.15600/2238-121X/comunicacoes.v22n3p137-144.

This study consists of an analysis of challenges related to the use of Information and Communication Technology (ICT) within the framework of teacher training. Adopting some formulas of Theodor Adorno as the central theoretical axis of an education geared towards emancipation, this exploratory study considers information and communication technology as fetish commodities, in ideological contexts and aims to show that education has a contradictory process and product, leading to the emergence of the challenge of understanding and delimiting a new epistemological field for education. This study initially sought to identify the impact of information and communication technologies on teacher training, and on this basis to analyze the limits and possibilities of technological mediation and correlate them with what is expected from the next generation of teachers in light of the challenge of an emancipating education. The hypothesis defended here is accompanied by a review of the technologies in question, which are capable of exceeding the state of a fetish commodity given a critical resumption of the concept of education as a process of emancipation. In contemporary society, information and communication technologies, tainted by their carriers, operate unilaterally, raise both the possibility (and the reality) of sharing knowledge via their unprecedented affordances, and the matter of the reproduction of a training based on a semiformation. Online social networks provide examples of how indispensable the critical analysis of available repertoires is, as well as the ethical boundaries to be obeyed in the use of these technologies. To enlighten and emancipate means, in this study, to recognize instrumental reasoning and attempts at ideological masking, which seek to obscure and usurp the epistemological roots of critical reason.

Palabras clave : EDUCATION AND EMANCIPATION; EPISTEMOLOGY OF EDUCATION; TEACHER TRAINING; INFORMATION AND COMMUNICATION TECHNOLOGIES.

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