Elaine Conte

TECNOLOGIA ASSISTIVA, DIREITOS HUMANOS E EDUCAÇÃO INCLUSIVA: UMA NOVA SENSIBILIDADE

O ensaio aborda os percursos inclusivos da tecnologia assistiva (TA) e suas contribuicoes para a educacao em direitos humanos que, por variados caminhos, articula lutas sociais, politicas e acoes pedagogicas. Traz a cena um dialogo hermeneutico que parte da interrogacao acerca de quais desafios pedagogicos a tecnologia assistiva pode trazer para o convivio com as diferencas, tendo em vista as formas cotidianas de opressao e exclusao presentes em nossa sociedade tecnologica. Alem disso, tem o objetivo de discutir sobre o dispositivo pedagogico da tecnologia assistiva no processo de reconhecimento mutuo, de interacao social e de construcao da aprendizagem, para promover a igualdade de direitos e o exercicio da cidadania. Ao final do texto, as nossas consideracoes sublinham que precisamos recuperar o sentido das tecnologias para a humanidade, pois somente uma nova sensibilidade que valoriza a multiplicidade de experiencias pode acolher as reconfiguracoes de relacao reflexiva de reconhecimento.

A experiência estética em tempos de virtualização tecnológica

This essay attempts to problematize the meaning of art and technologies in the educational rationale, based on the elements of the critical aesthetic theory of Theodor Adorno. For this, we raise the following issues: Does it still make sense to think about the formative experience of art within the digital age? Is it possible to demystify the technologies of education through the aesthetic reconstruction of meanings? How can we consider the expressive dimension of education within the scope of instrumentality? Through a hermeneutic study, we seek to understand and rethink technologies, discussing a critical mediation of the universe of art in education, as a reflexive gesture, a dialogical and emancipatory exchange, at the same time made possible and yet hindered by the opposing and intense relationships of today. EducaTion • TEchnology • ExpEriEncE • aEsThETics E la in e C o n te e C a ia P ic c o lo V ie ro D e ve c h i C a d e r n o s d e P e s q u is a .4 6 n 16 2 p 12 16 12 3 3 o u t./d e z . 2 0 16 12 17 http://dx.doi.org/10.1590/198053143724 l’ExPériEnCE EsthétiquE À l’éPoquE DE Virtualisation tEChnologiquEThis essay attempts to problematize the meaning of art and technologies in the educational rationale, based on the elements of the critical aesthetic theory of Theodor Adorno. For this, we raise the following issues: Does it still make sense to think about the formative experience of art within the digital age? Is it possible to demystify the technologies of education through the aesthetic reconstruction of meanings? How can we consider the expressive dimension of education within the scope of instrumentality? Through a hermeneutic study, we seek to understand and rethink technologies, discussing a critical mediation of the universe of art in education, as a reflexive gesture, a dialogical and emancipatory exchange, at the same time made possible and yet hindered by the opposing and intense relationships of today.

The aesthetic experience in times of technological virtualization

This essay attempts to problematize the meaning of art and technologies in the educational rationale, based on the elements of the critical aesthetic theory of Theodor Adorno. For this, we raise the following issues: Does it still make sense to think about the formative experience of art within the digital age? Is it possible to demystify the technologies of education through the aesthetic reconstruction of meanings? How can we consider the expressive dimension of education within the scope of instrumentality? Through a hermeneutic study, we seek to understand and rethink technologies, discussing a critical mediation of the universe of art in education, as a reflexive gesture, a dialogical and emancipatory exchange, at the same time made possible and yet hindered by the opposing and intense relationships of today. EducaTion • TEchnology • ExpEriEncE • aEsThETics E la in e C o n te e C a ia P ic c o lo V ie ro D e ve c h i C a d e r n o s d e P e s q u is a .4 6 n 16 2 p 12 16 12 3 3 o u t./d e z . 2 0 16 12 17 http://dx.doi.org/10.1590/198053143724 l’ExPériEnCE EsthétiquE À l’éPoquE DE Virtualisation tEChnologiquEThis essay attempts to problematize the meaning of art and technologies in the educational rationale, based on the elements of the critical aesthetic theory of Theodor Adorno. For this, we raise the following issues: Does it still make sense to think about the formative experience of art within the digital age? Is it possible to demystify the technologies of education through the aesthetic reconstruction of meanings? How can we consider the expressive dimension of education within the scope of instrumentality? Through a hermeneutic study, we seek to understand and rethink technologies, discussing a critical mediation of the universe of art in education, as a reflexive gesture, a dialogical and emancipatory exchange, at the same time made possible and yet hindered by the opposing and intense relationships of today.

La experiencia estética en tiempos de virtualización tecnológica

This essay attempts to problematize the meaning of art and technologies in the educational rationale, based on the elements of the critical aesthetic theory of Theodor Adorno. For this, we raise the following issues: Does it still make sense to think about the formative experience of art within the digital age? Is it possible to demystify the technologies of education through the aesthetic reconstruction of meanings? How can we consider the expressive dimension of education within the scope of instrumentality? Through a hermeneutic study, we seek to understand and rethink technologies, discussing a critical mediation of the universe of art in education, as a reflexive gesture, a dialogical and emancipatory exchange, at the same time made possible and yet hindered by the opposing and intense relationships of today. EducaTion • TEchnology • ExpEriEncE • aEsThETics E la in e C o n te e C a ia P ic c o lo V ie ro D e ve c h i C a d e r n o s d e P e s q u is a .4 6 n 16 2 p 12 16 12 3 3 o u t./d e z . 2 0 16 12 17 http://dx.doi.org/10.1590/198053143724 l’ExPériEnCE EsthétiquE À l’éPoquE DE Virtualisation tEChnologiquEThis essay attempts to problematize the meaning of art and technologies in the educational rationale, based on the elements of the critical aesthetic theory of Theodor Adorno. For this, we raise the following issues: Does it still make sense to think about the formative experience of art within the digital age? Is it possible to demystify the technologies of education through the aesthetic reconstruction of meanings? How can we consider the expressive dimension of education within the scope of instrumentality? Through a hermeneutic study, we seek to understand and rethink technologies, discussing a critical mediation of the universe of art in education, as a reflexive gesture, a dialogical and emancipatory exchange, at the same time made possible and yet hindered by the opposing and intense relationships of today.