O paradoxo da tecnologia na educação de jovens e adultos
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Universidade Federal de Goiás
The present research aims to discuss the paradoxes of technology as a pedagogical tool in the Young and Adults Education (YAE-EJA) and its contribution to a critical reflection and conscious use of digital resources, or to a technicist teaching. The research methodology was elaborated from a bibliographic study, of qualitative character, based in theoretical references, bibliographical and digital sources, books, academic articles and official documents. The references for this production run through authors from the EJA field, as well as authors who will contribute to the understanding of technology in this teaching modality. For better development and thematic approach, the research was built and separated in two chapters. In the first chapter, a brief history about EJA was introduced, starting from the 1900s, approaching the main events, advancements and movements that marked its growth in this period, especially, from the 1940s. In the second chapter, the applicability of technology in EJA was discussed, approaching its insertion in that teaching modality, more strongly from the 2000s, and the paradox of technology as a pedagogical tool. It is understood that technology in EJA’s teaching isn’t limited to being just another tool, but a resource that can potentialize the student’s learning and allow them to actwith greater discernment in the digital world.
Educação de jovens e adultos, Tecnologia, Ferramenta pedagógica, Ensino tecnicista, Young-adults and adults education, Technology, Pedagogical tool, Technicist teaching
RIBEIRO, Marcella Borges. O Paradoxo da tecnologia na educação de jovens e adultos. 2022. 43 f. Trabalho de Conclusão de Curso (Graduação) – Faculdade de Educação, Universidade Federal de Goiás, Goiânia, 2022.