TECHNOLOGICAL HEGEMONY: THE CHALLENGES OF PUBLIC SCHOOLS IN TRAINING READERS TODAY

Abstract

This article aims to bring to light issues related to technological hegemony in the education of readers. In a scenario where technology is intertwined with the daily lives of children and adolescents, in public schools the great challenge is the education of readers. The look at this scenario of public schools combined with recent research and data from national public education, provide us with reflections on the fragmentation of attention, the loss of focus and the superficiality of digital interactions that interfere in the ways of reading and appropriating written language. Throughout the text, the construction of this reality is outlined and, above all, the processes involved in literacy and technology, revealing the challenges and implications in the education of readers in higher education. The text also points out that reading needs to break the barriers of mere decoding, but rather, be based on a social and political experience. Finally, a pedagogical analysis is proposed, in which reading needs to be incorporated as an act of emancipation and belonging.