Education (in Argentina) and Socio-technological Change

SAUR, DANIEL

Encyclopedia of Teacher Education

Springer

Lugar: Wellintong; Año: 2019; p. 1 - 7

There is a strongly instilled attitude of common sense that attributes a neutral character to technology, assimilating technology with the materiality of a device that can perform diverse, even contradictory functions. However, for those of us who work with post-Marxist constructivist epistemologies, beyond the ontological reflection that can be carried out on what is present in every technological mediation, this is always expressed contextually and is the result of social relationships that exist in each historical period. Technological mediation always contributes to the sedimentation, orientation, reactivation, or modification of social relations. Therefore, to be more precise, We should speak of socio-technological relationships, interposed by the cultural and political dimension always at play. In summary, in technology, nothing is neutral nor exempted from power relations; the technological is always presented as ontic. With this in mind, the object of this brief essay is intended to be a very general exploration of two moments in the history of Argentinian education, to a certain extent regional, and with a technological tone. Here I refer to broad and exploratory bid to link educational history to the enormous threat that neoliberalism presents in our period in history, understanding ?school? as a highly complex technology, within the context of a wider rationale of a cultural and political character.