SALUSTIANO FERREIDA DA LUZ

TITLE: TECHNOLOGIES AND EDUCATION: TREND APPROACHES
PREDOMINANT IN THE CRITICAL THEORY.

ABSTRACT: This research, of bibliographic-documentary nature, aimed to analyze the predominant approaches and trends in theses and dissertations, in the Critical Theory on TIC and Education, defended in Brazil between 2009 and 2018. It was conducted through the methodological approach of quanti-qualitative nature; collects and analyzes 15 theses and 39 dissertations, based on a bibliographic study characterized as "state of knowledge"; performs in digital banks the collection of academic productions, available at the Digital Library of Theses and Dissertations (BDTD) and the Brazilian Institute of Information in Science and Technology (IBICT). It focuses the collection on research on the theme "TIC and Education", characterizing the amount, the trajectory and identifying the predominant trends in this area of ​​knowledge. It presents results from the analysis of the 54 productions, based on their main characteristics and considering factors such as geographic region, authors, period in which they were produced and Higher Education Institutions; identifies the predominance of master's dissertations (72.2%) and doctoral theses with (27.8%), produced in the delimited period; reveals a higher number of productions in the Southeast Region, with 57.4%, most of them in São Paulo State, with 15 productions. The results indicate that the supply of TICs represents a possibility of access to most individuals, however, leads them to the instrumental use of communication, hindering the formation and expansion of the critical capacity of those who make use of these technologies; It also shows that 96.3% is characterized by presenting a tendency that considers innovations as a technological determinism, seeing in them a possibility to advance in the improvement of education, and only 3.7% takes a critical approach to this vision, in a perspective that defends an education for the human formation.