Technology, education and power: a dominant correlation from the modern state

Abstract

This article for reflection is derived from the national transversal project Education for Democracy, which aims to reflect on the feasible correlation between technology, education and power as dominant forms of the modern State. The methodology followed by the study was of a qualitative approach using the exploratory, descriptive and correlational type. The applied technique was based on the analytical review of the documentary record so that, by this means, the direct analysis of various documents consulted online was carried out, which allowed to sustain the reflection from a historical, anthropological, philosophical, political and pedagogical dialogue with classical and modern thinkers about the role of the State and its relations of domination in school, society and culture. Among the results, it is evident that traditional education poses a possible conflict of power (teacher-student) revealed by the exercise of submission to memorization processes (banking education). Also, education is power. Power draws on education. Education becomes the force for humanization and social action. Humanizing is an axiomatic and imperative question of education, in contrast, the processes of dehumanization are connected with forces of domination and power when they are not directed towards the holistic formation of the subject. In the modern state there is a predominant systematization of media and interactional politics with the sphere of communicative and digital processes. It is concluded that the power correlations in the educational and technological perimeter are ambivalent, polarized, ambiguous and complex. Therefore, the correlation between technology, power and education radiates opposite and disturbing needs.