A (con)formação de outras subjetividades nos países ibero-americanos como desafio às políticas de inserção de novas tecnologias na prática educativa cotidiana

Abstract

This article will try to discuss the meaning of the (con)formation of other forms of subjectivity (Foucault, 1994) and of subjectivization (Morin, 1981), which make the insertion processes of ITC permeable to social relations of production, and to everyday school life of Ibero-American countries. In this sense, the analysis are performed from the individual's approach through his bio-psycho-social dimensions. Because of his subjectivity, cultural aspects that result from the macro structural conditions will converge. These factors have been widely altered with the intention of changing student teacher relations through reassessed knowledge, which is demanded by the society of networked knowledge. With this we believe that everyday school life in the locus in which the main challenges of government promoted actions can be found. These actions represent the government response to some productive sectors's demands in this new cycle of capitalist social relations (Heller, 1975). In this -dialectic- movement, at certain times, subject and object seem to be the same. This fact arises some "resistance" during the process of transformation of educational practices. This phenomenon was substantially different to what occurred in other areas in which these innovations radically changed the very nature of communications, financial operations and surgical interventions, among other forms of contemporary social relations.