Reflexión de la práctica pedagógica mediada por la tecnología desde la teoría del actor-red de Bruno Latour: el caso de la clase de tecnología del 3° grado del CLN.

Abstract

Based on the posthumanist ontology, this study reconstructs a pedagogical practice that occurred in simultaneous educational environments: the classroom and a digital environment, a context that was the result of the health measures established during the global pandemic of COVID -19. Thus in this thesis the Actor-Network Theory (ANT) proposed by Bruno Latour, is the epistemic approach that seeks to transcend the most common perspectives from which the relationship between education and technology, determinism and instrumentalization, have traditionally been approached. To this end, this research distances itself from this position and places itself in the interpretive hermeneutic paradigm that seeks to understand reality from a position that recognizes the management of the non-human and non-social objects in the reconstruction of any social act, in this case that of educating. This research seeks to reveal the complex socio-technical structure of contemporary society and thus caution of the tangled relationships that take place in the network in which human and non-human agents interact in different technical mediations. For this, the Pinboard as a methodological strategy achieved the articulation of various oral, textual, visual and hypermedia narratives of the different agents present in the pedagogical practice, particularly this endeavor sought the rescue of technology and its responsibility in the actions and interactions framed in pedagogical practice.