TECNOLOGIA E ENSINO

ALGUMAS REFLEXÕES

Abstract

Technology, in general, is not a recent discovery. Today, however, with the advent of the Digital Age, communication technologies have multiplied and forced us to adapt to a series of different communication devices and new ways of interacting through words. This is because human language, and language in particular, has as its peculiar mark this plasticity that allows it to adapt to new communicative needs arising from social transformations, cultural policies made possible by human creativity. Therefore, we understand that all of our actions, including in the school environment, are today surrounded by Digital Information and Communication Technologies (DICT), thus forcing us, as educators, to rethink our actions and paradigms. Given this reality, this article aims to propose a reflection on how school practices have thought about the digital universe. The basis of the article is theoretical and sought to conduct a survey of discussions focused on the school environment and technology. To this end, we brought together authors such as Marcuschi (2005), Galli (2015), Kuhn (1992), Flach and Behrens (2008), Kenski (2012), Coscarelli (2016), Rojo (2013) and the BNCC (2018), among many others, to discuss topics such as Computer-Mediated Communication, Digital Literacy, Teaching Paradigms and the thinking of education parameterizing documents on technology and the classroom. What we concluded is that Digital Information and Communication Technologies are a reality today, in society as a whole and in schools in particular, even appearing as one of the skills considered in the BNCC for development with students throughout Basic Education. Therefore, it is a reality that demands from us, educators, a paradigm shift in the face of the digital universe and all its influence in the world today, seeking new teaching/learning practices that prepare students to deal with digital technologies in a critical and efficient way.

Keywords: digital information and communication technologies; teaching; paradigms.