Tensões contemporâneas no emprego das tecnologias no cenário escolar

Abstract

The object to be studied in this research are the current tensions in the use of technology in the school setting, due to the interference of the modes of thinking about the uses of technology alphabetic writing, as well as its relations with the literacy process. For this it is intended to characterize the impact of the ways of thinking in the selection and use of technologies particularly alphabetic writing, defining the relationship between modes of thinking and literacy process and, finally, the definition of factors that cause stress in literacy process, with regard to the election of ways of thinking in the use of technologies. The rationale for this work is the fact that the use of technology within the school writing is done in order to accommodate a profile specific intellectual, based on the design of the Cartesian subject. An intellectual profile serves a particular mode of thinking that, according to Jerome Bruner 's psychology can vary between two types, scientific and narrative. Among these, it is academically accepted and related to the Cartesian model with which the school works, is scientific. But the narrative has no status as scientifically valid knowledge. It is the mode of thought which defines the use to be made of the technology. Thus it is necessary to learn how to transit between the two modes of thought, to see which fits every situation experiential lived and can therefore be considered a literate beings