<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982024000100211</article-id>
<article-id pub-id-type="doi">10.1590/0102-469841048</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[RAZÃO INSTRUMENTAL E EDUCAÇÃO: REFLEXÕES SOBRE A ESCOLA E AS NOVAS TECNOLOGIAS]]></article-title>
<article-title xml:lang="es"><![CDATA[RAZÓN INSTRUMENTAL Y EDUCACIÓN: REFLEXIONES SOBRE LA ESCUELA Y LAS NUEVAS TECNOLOGÍAS]]></article-title>
<article-title xml:lang="en"><![CDATA[INSTRUMENTAL REASON AND EDUCATION: REFLECTIONS ON SCHOOL AND NEW TECHNOLOGIES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LUNARDELLI]]></surname>
<given-names><![CDATA[ALINE FROLLINI]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MAIA]]></surname>
<given-names><![CDATA[ARI FERNANDO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[Maringá Paraná (PR)]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista Júlio de Mesquista Filho  ]]></institution>
<addr-line><![CDATA[Bauru e Araraquara São Paulo (SP)]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>40</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982024000100211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982024000100211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982024000100211&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: As reflexões da Teoria Crítica da Sociedade sobre a razão instrumental estão no cerne das análises críticas às catástrofes do século XX, representadas por Auschwitz. O imperativo ético expresso por Adorno para a educação, de que Auschwiz não se repita, segue sendo importante na medida em que as mudanças históricas ocorridas no século XXI não alteraram as características fundamentais da razão instrumental. A atual tendência de propor o ajustamento da escola às demandas criadas pelas tecnologias digitais é apontada neste artigo como um sintoma da persistência do predomínio da razão instrumental na educação. O objetivo deste artigo é criticar a forma como vem sendo proposta a inserção de novas tecnologias na escola por deixar de considerar tanto a dimensão ética da educação como as relações entre forma e conteúdo nos novos aparatos. Conclui-se que a crítica realizada ao conceito de razão instrumental continua sendo fundamental para a recuperação da discussão ética na educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Las reflexiones de la Teoría Crítica de la Sociedad sobre la razón instrumental están en el centro de los análisis críticos de las catástrofes del siglo XX, representadas por Auschwitz. El imperativo ético expresado por Adorno para la educación, que no se repita Auschwitz, sigue siendo importante en la medida en que los cambios históricos que se produjeron en el siglo XXI no alteraron las características fundamentales de la razón instrumental. La tendencia actual a proponer la adecuación de la escuela a las exigencias creadas por las tecnologías digitales se señala en este artículo como síntoma de la persistencia del predominio de la razón instrumental en la educación. El objetivo de este artículo es criticar la forma como ha sido propuesta la inserción de las nuevas tecnologías en la escuela por no considerar tanto la dimensión ética de la educación como la relación entre forma y contenido en los nuevos aparatos. Se concluye que la crítica realizada al concepto de razón instrumental sigue siendo fundamental para la recuperación de la discusión ética en la educación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The reflections of Critical Social Theory on instrumental reason are the heart of critical analyses of the 20th-century catastrophes represented by Auschwitz. The ethical imperative expressed by Adorno for education, that Auschwitz not happen again, remains vital as the historical changes that took place in the 21st century did not alter the fundamental characteristics of instrumental reason. In this article, we point out the current tendency to propose school adjustment to the demands created by digital technologies as a symptom of the persistence of the predominance of instrumental reason in education. This article aims to criticize how the insertion of new technologies in the school has been proposed, failing to consider both the ethical dimension of education and the relationship between form and content in the new apparatus. The criticism of the concept of instrumental reason remains fundamental for recovering the ethical discussion in education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação escolar]]></kwd>
<kwd lng="pt"><![CDATA[teoria crítica da sociedade]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias digitais]]></kwd>
<kwd lng="es"><![CDATA[educación escolar]]></kwd>
<kwd lng="es"><![CDATA[teoría crítica de la sociedade]]></kwd>
<kwd lng="es"><![CDATA[tecnologías digitales]]></kwd>
<kwd lng="en"><![CDATA[school education]]></kwd>
<kwd lng="en"><![CDATA[critical theory of society]]></kwd>
<kwd lng="en"><![CDATA[digital technologies]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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