Analysis of Online Education During the Covid-19 Pandemic from the Perspective of Feenberg’s Critical Theory of Technology

Authors

DOI:

https://doi.org/10.25749/sis.28797

Keywords:

technological mediation, online education, educational technology, remote teaching, critical theory technology

Abstract

This article aims to analyse the challenges and possibilities of technological mediation in online education during the Covid-19 pandemic from the perspective of Andrew Feenberg's critical theory of technology. The tension between the meanings attributed to technology and its implication in the analysis of the use of educational technology is highlighted. As a methodological approach, qualitative bibliographic research was adopted. To address a critical approach to technology and its relation with education, the works of Feenberg and Selwyn were selected. For the analysis of the intensive use of technology in online education in the context of the pandemic, articles published between 2020 and 2022 that problematize remote teaching were selected. In conclusion, it was identified that the tensions and challenges of technological mediation in education require responses that go beyond the simple adherence or rejection of technology.

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Author Biography

Luís Cláudio Dallier Saldanha, Departamento de Educação, Vice-Reitoria de Pós-Graduação e Pesquisa, Universidade Estácio de Sá, Brazil

Doutor em Educação pela Universidade Federal de São Carlos (UFSCar). Mestre em Língua Hebraica e Literatura e Cultura Judaicas pela Universidade de São Paulo (USP). Professor Permanente no Programa de Pós-Graduação em Educação da Universidade Estácio de Sá (PPGE-UNESA), atuando na Linha de Pesquisa Tecnologias de Informação e Comunicação nos Processos Educacionais (TICPE). Coordenador do Grupo de Estudos e Pesquisas em Educação Universitária (GEPEU), cadastrado no Diretório de Grupos de Pesquisa do Brasil, mantido pelo CNPq.

References

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Published

2023-10-31

Issue

Vol. 11 No. 3 (2023): Critical Approaches in Educational Technology

Section

Articles

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