Os efeitos prejudiciais das TICs na educação

Abstract

Given that Information and Communication Technologies (ICTs) are present in almost all contexts of contemporary life, this paper sought to expand discussions about the impact of ICTs in the educational context. To this end, a qualitative bibliographic study was conducted, supplemented by audiovisual materials such as documentary films. The aim is to understand how technology, since its inception, has served as an instrument of manipulation dominated by small groups of people who print on devices whatever can bring them benefits. This occurs under the aegis of an image of technology as something inevitable and essential to contemporary human life, which includes education. The result of this is an often unbridled digitalization even of the classroom, while several studies indicate that the use of screens can negatively impact education. However, there is a market-based education that dialogues very well with digitalization, as it brings greater profitability and conformity, thus facilitating domination. Thus, the harmful effects of ICTs tend to be neglected, often intentionally, when in fact an education focused on the emancipation of the individual needs to take a critical look at this. This research contributes in this sense, bringing studies that point to the negative impacts, showing which education has been developed alongside digitalization and also placing the Waldorf school as an example of a different perspective on the use of digital technologies in education.