Resumen

CERNY, Roseli Zen; ALMEIDA, Éverton Vasconcelos de  y  ESPINDOLA, Marina Bazzo de. The Development of Technologies by the School as a Process of Struggle and Counter-Hegemonic Resistance. Sisyphus [online]. 2024, vol.11, n.3, pp.109-133.  Epub 18-Feb-2024. ISSN 2182-8474.  https://doi.org/10.25749/sis.29422.

In the context of education, the integration of digital technologies into the curriculum is identified as an element of innovation. Big Techs present their products as solutions, influencing public policies. In another direction, initiatives by public institutions seek to develop digital technologies, with the direct participation of school subjects. This article dialogically presents the results of two surveys, both cases studies and content analysis, named as “denunciation” and “announcement”. The first - denunciation - analyses how the technologies of large corporations enter into the policies of public education networks; and another - advertisement - describes and analyses a research action and collective development of technologies with the public school, anchored in Participatory Design. Taking the critical theory of technology as a reference, we seek to problematise the entry models of ICT in school and their integration into the curriculum. We propose that the integration of technologies into curricula should be understood as a place of struggle and counter-hegemonic resistance.

Palabras clave : ict; big techs; google for education; development of technologies; mecred.

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