A tecnologia e a educação na sociedade do conhecimento

Abstract

Contemporary society demands that education integrate digital technologies to shape critical and participatory citizens. This study investigates the impact of technologies in the educational context, exploring the potential and challenges of their pedagogical integration, particularly in the mediation between teachers and students. The research adopts a qualitative and exploratory approach, based on a bibliographic review of authors such as Valente (1999), Moran (2007, 2012), Freire (1996), and Libâneo (1994). In a digitalized society, schools must not only embrace technologies but use them in ways that promote meaningful, critical, and autonomous learning. Teacher education emerges as a central element for educators to mediate the use of technologies with intentionality and reflexivity, avoiding superficial practices. Additionally, digital culture and mobile technologies provide new opportunities for continuous and ubiquitous learning, breaking the physical boundaries of the school environment and promoting education that occurs in multiple contexts. This work is justified by the need to understand how the pedagogical use of technologies can contribute to the development of critical citizenship, offering theoretical and practical insights for teacher training and the creation of transformative pedagogical practices.