Technologies, cultural intertwinings and education: a counterhegemonic didactic relationship
The purpose of this essay is to analyze how technologies and cultural intertwinings interact in education, focusing on the exploration of disruptive or counter hegemonic processes in teaching. We seek to understand how cultural transformations go through didactic designs and teaching and learning pr...
Guardado en:
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| Formato: | Artículo publishedVersion |
| Lenguaje: | Español |
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Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
2024
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/iice/article/view/14772 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=14772_oai |
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I28-R145-14772_oai |
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dspace |
| institution |
Universidad de Buenos Aires |
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I-28 |
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R-145 |
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Repositorio Digital de la Universidad de Buenos Aires (UBA) |
| language |
Español |
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spa |
| topic |
Cultural Transformations Performativity Didactics Teaching Technologies Transformaciones culturales Performatividad Didáctica Enseñanza Tecnología Transformações Culturais Performatividade Didatica Ensino Tecnologias |
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Cultural Transformations Performativity Didactics Teaching Technologies Transformaciones culturales Performatividad Didáctica Enseñanza Tecnología Transformações Culturais Performatividade Didatica Ensino Tecnologias Kap, Miriam Technologies, cultural intertwinings and education: a counterhegemonic didactic relationship |
| topic_facet |
Cultural Transformations Performativity Didactics Teaching Technologies Transformaciones culturales Performatividad Didáctica Enseñanza Tecnología Transformações Culturais Performatividade Didatica Ensino Tecnologias |
| description |
The purpose of this essay is to analyze how technologies and cultural intertwinings interact in education, focusing on the exploration of disruptive or counter hegemonic processes in teaching. We seek to understand how cultural transformations go through didactic designs and teaching and learning processes, as well as identify the challenges and tensions that arise in classrooms and the educational system. We will approach the topic from an archaeological perspective that recognizes in certain traces the interpretative potential to read the current world. We will approach the notion of cultural transformation as a contemporary and habitable space that concentrates visions of the world and powerful significant acts that dialogue, performatively, with discourses, actions and objects. We will analyze the links between cultural plots and education through teaching practices that maintain permeable and fluid relationships with technologies and in which the categories of solidity or precariousness in relation to their adoption, inclusion or presence, assume heterogeneous forms. Finally, we will give an account of an emerging didactic relationship that makes visible new forms of knowledge construction and contribute to redefining terms and meanings of traditions and the canon in teaching. |
| format |
Artículo publishedVersion |
| author |
Kap, Miriam |
| author_facet |
Kap, Miriam |
| author_sort |
Kap, Miriam |
| title |
Technologies, cultural intertwinings and education: a counterhegemonic didactic relationship |
| title_short |
Technologies, cultural intertwinings and education: a counterhegemonic didactic relationship |
| title_full |
Technologies, cultural intertwinings and education: a counterhegemonic didactic relationship |
| title_fullStr |
Technologies, cultural intertwinings and education: a counterhegemonic didactic relationship |
| title_full_unstemmed |
Technologies, cultural intertwinings and education: a counterhegemonic didactic relationship |
| title_sort |
technologies, cultural intertwinings and education: a counterhegemonic didactic relationship |
| publisher |
Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA |
| publishDate |
2024 |
| url |
https://revistascientificas.filo.uba.ar/index.php/iice/article/view/14772 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=14772_oai |
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AT kapmiriam technologiesculturalintertwiningsandeducationacounterhegemonicdidacticrelationship AT kapmiriam tecnologiastransformacionesculturalesyeducacionunarelaciondidacticacontrahegemonica AT kapmiriam tecnologiastramasculturaiseeducacaoumarelacaodidaticacontrahegemonica |
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1854179947825856512 |
| spelling |
I28-R145-14772_oai2025-11-17 Kap, Miriam 2024-12-30 The purpose of this essay is to analyze how technologies and cultural intertwinings interact in education, focusing on the exploration of disruptive or counter hegemonic processes in teaching. We seek to understand how cultural transformations go through didactic designs and teaching and learning processes, as well as identify the challenges and tensions that arise in classrooms and the educational system. We will approach the topic from an archaeological perspective that recognizes in certain traces the interpretative potential to read the current world. We will approach the notion of cultural transformation as a contemporary and habitable space that concentrates visions of the world and powerful significant acts that dialogue, performatively, with discourses, actions and objects. We will analyze the links between cultural plots and education through teaching practices that maintain permeable and fluid relationships with technologies and in which the categories of solidity or precariousness in relation to their adoption, inclusion or presence, assume heterogeneous forms. Finally, we will give an account of an emerging didactic relationship that makes visible new forms of knowledge construction and contribute to redefining terms and meanings of traditions and the canon in teaching. El propósito de este ensayo es analizar cómo las tecnologías y las tramas culturales interactúan en la educación, centrándonos en la exploración de procesos disruptivos o contrahegemónicos en la enseñanza. Buscamos comprender de qué manera las transformaciones culturales atraviesan los diseños didácticos y los procesos de enseñanza y de aprendizaje, así como identificar los desafíos y tensiones que se instalan en las aulas y en el sistema educativo. Abordaremos el tema desde una perspectiva arqueológica que reconoce en ciertas huellas el potencial interpretativo para leer el mundo actual. Realizaremos un acercamiento a la noción de transformación cultural como un espacio contemporáneo y habitable que concentra visiones del mundo y poderosos actos significantes que dialogan, performativamente, con discursos, acciones y objetos. Analizaremos los vínculos entre las tramas culturales y la educación a través de prácticas de enseñanza que mantienen relaciones permeables y fluidas con las tecnologías y en las que las categorías solidez o precariedad en relación con su adopción, inclusión o presencia, asumen formas heterogéneas. Finalmente, daremos cuenta de una relación didáctica emergente que visibiliza nuevas formas de construcción de conocimiento y contribuye a redefinir términos y significados de las tradiciones y el canon en la enseñanza. O objetivo deste trabalho é examinar a relação entre tecnologias, estruturas culturais e educação, com foco na exploração de processos disruptivos ou contra-hegemônicos no ensino. Procuramos compreender como as transformações culturais afetam os desenhos didáticos e os processos de ensino e aprendizagem, bem como identificar os desafios e tensões que surgem nas salas de aula e no sistema educacional. Abordaremos o tema a partir de uma perspectiva arqueológica que reconhece em certos vestígios o potencial interpretativo para ler o mundo atual. Abordaremos a noção de transformação cultural como um espaço contemporâneo e habitável que concentra visões de mundo e atos significativos poderosos que dialogam, performativamente, com discursos, ações e objetos. Analisaremos os vínculos entre tramas culturais e educação por meio de práticas docentes que mantêm relações permeáveis e fluidas com as tecnologias e nas quais as categorias de solidez ou precariedade em relação à sua adoção, inclusão ou presença, assumem formas heterogêneas. Por fim, daremos conta de uma relação didática emergente que torna visíveis novas formas de construção de conhecimento e contribui para redefinir termos e significados das tradições e do cânone no ensino. application/pdf https://revistascientificas.filo.uba.ar/index.php/iice/article/view/14772 10.34096/iice.n56.14772 spa Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA https://revistascientificas.filo.uba.ar/index.php/iice/article/view/14772/14549 Derechos de autor 2024 Revista del IICE Revista del IICE; Núm. 56 (2024) 2451-5434 0327-7763 Cultural Transformations Performativity Didactics Teaching Technologies Transformaciones culturales Performatividad Didáctica Enseñanza Tecnología Transformações Culturais Performatividade Didatica Ensino Tecnologias Technologies, cultural intertwinings and education: a counterhegemonic didactic relationship Tecnologías, transformaciones culturales y educación: una relación didáctica contrahegemónica Tecnologias, tramas culturais e educação: uma relação didática contra-hegemônica info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=14772_oai |