Technologies, cultural intertwinings and education: a counterhegemonic didactic relationship

Abstract

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.