EDUCATION AND TECHNOLOGY – A CRITICAL LOOK AT TECHNOLOGICAL EDUCATION FROM THE GRAMSCIAN AND MARXIST PERSPECTIVE

Abstract

Educational technologies are an essential reality in the contemporary scenario, transforming the field of knowledge and several other spaces in society. They enable new forms of interaction and learning, expanding access to knowledge and promoting the inclusion of varied student profiles. In the school environment, for example, these technologies favor the personalization of teaching, allowing students to advance at their own pace and explore content in a more interactive and dynamic way. Thus, this article aims to theoretically examine the role of educational technologies as ideological tools, proposing a transformation of the educational reality from a Marxian and Gramscian perspective. The study seeks to analyze the ideological influences of educational technologies, in order to promote an emancipatory pedagogical practice. The research follows a qualitative (Minayo, 2019) and analytical (Gil, 1999) method, based on the contributions of the ideas of Gramsci (2012) and Marx (2007; 2011) and on the critical analysis of the relationship between ideology and technology in education. The approach adopts a historical and political perspective to understand how educational technologies can reinforce or challenge cultural and social hegemony in the educational context. The conclusions point out that, without "adequate literacy", these technologies can accentuate social inequalities by perpetuating a hegemonic status quo. The analysis suggests that educators' praxis is crucial for a revolutionary transformation in education, aligning with the critical ideals of the central authors for social change.