A cultura digital e o ensino de Filosofia: entre possibilidades e limites

Abstract

Technology has transformed the social and cultural context of human beings, and such changes have significantly impacted the educational field. With this new sociocultural configuration, technological tools have gradually been adapted to be used in the teaching and learning process of Philosophy. Thus, the problem of this work is structured around the following question: What are the possibilities and limits faced by the teacher in teaching philosophy when adopting methodologies that integrate the use of technologies, considering the cultural, social and critical dimensions that involve technological devices? Thus, the research has the general objective of analyzing the limits and possibilities of the use of technologies in the teaching of Philosophy, going beyond the merely instrumental perspective and promoting the discussion on the democratization of access to technological resources. The specific objectives of this study are to present the concepts that characterize technology and cyberculture, considering the use of technological tools present in the digital culture of which high school students are a part, to discuss the critical theory of technology, addressing the ethical aspects that permeate modern technology, and to develop a proposal for a didactic-pedagogical intervention, in which we present the challenges imposed on the teaching of philosophy and teaching practice in the digital age. The study is based on a theoretical approach that analyzes the evolution of technology and its educational implications. First, the historical-social origin of technology is discussed, from the Greek techné to the digital age, based on Pierre Lévy's reflections on cyberculture, virtuality, and collective intelligence. Then, Andrew Feenberg's critical theory of technology is examined, addressing ethical issues, technological determinism, and educational perspectives in the Brazilian scenario. Methodologically, this is a qualitative study that critically analyzes technology as a cultural and social phenomenon. In the third part, the pedagogical proposal is presented, highlighting WebQuest as an active methodology and its application in the teaching of Philosophy. The results indicate that technology can be an ally in the development of critical thinking, as long as it is used consciously and aligned with educational guidelines. It is concluded that WebQuest contributes to a more dynamic and interactive teaching, demanding from the teacher a mediating role in the reflective formation of students.