Ana Paula Silva dos Santos Ramalho
Pedagogy teacher at the State Secretariat of
Education of Espírito Santo – SEDU. Postgraduate student strictu sensu
(Master's degree), at the Vale do Cricaré University Center – São Mateus (ES).
E-mail: anapaularamalhosdj@gmail.com
Maria Nazaré Ribon Silva
Graduated in Portuguese Language and Literature.
Master in Education from the IPLAC Institute - Cuba. Psychopedagogue. Teacher
of Specialized Educational Services. E-mail: nazareribonsilva@hotmail.com
Sérgio Rodrigues de Souza
Educator. Post-Doctorate in Psychology. Researcher.
Scientific Consultant. E-mail: srgrodriguesdesouza@gmail.com.
ABSTRACT
This
article addresses the issue of the relationship between education, ICTs and
cognitive development. Its scientific relevance lies in the fact that it
discusses a topic that crosses contemporary educational paradigms and its
condition for changing behavior and thinking. Its social relevance lies in
clarifying to the general public the possibilities, potentialities and
challenges that arise through the insertion of ICTs in formal school
environments. This is a bibliographical research, based on the interpretation
and broad discussion of the topic by the authors, given their respective
backgrounds in human and social sciences. Cognitive development is a
sociological and individual condition that is formed and consolidated through
experience and its analysis, interpretation and understanding until it is
synthesized. Intellectual advances cannot be attributed solely by linking this
category to the use of tools that quickly obtain objective answers from the
user and that, over time, interferes in their subjectivity, transforming them
into a slave to that which was supposed to be an exponential promoter of their
condition of epistemic freedom. In the same way, intellectuality can only be
achieved as a form of recognition by the group to which one belongs, when one
produces something of such relevance that it proves capable of influencing and
changing, for the better, the lives of the participants; it is not a
schizopathic thought that applies to oneself and that finds recognition through
views and followers, who are as ignorant or even more ignorant than the content
producer. It is important to clarify that modern technology tools are the
product of intense research; they did not result from hasty ideas lacking
logical foundations, especially because they were created to serve specific
groups that dealt with issues of the highest relevance, such as national
security for the respective countries from which they originated.
Keywords: Education and Information Technologies. Education. Cognitive development. Intellectuality.
Reviewed by Current Scientific Journal
on
dezembro 27, 2024
Rating:
