Technology and teaching work: reflections on human emancipation in the light of Marx, Vieira Pinto, and Marcuse
DOI:
https://doi.org/10.5212/PraxEduc.v.21.26522.059Abstract
This literature- and document-based study provides a critical and reflective analysis of the development of technique and technology. It adopts a qualitative and exploratory approach, with its analytical procedures informed by Ricoeur’s (1989) hermeneutics. The study examines the origin of the term “tekhnê”; the notion of technique as human mastery over nature; the impact of technology on the expansion of capital and its consequences for teachers’ work; and, finally, the utopian vision of emancipation through work. Given the complexity of the history of technology and the social and economic changes that have shaped it, the theoretical framework draws primarily on the contributions of Vieira Pinto (2005a), Marx (2010), Pasquinelli (2023), and Marcuse (2019b). The documentary analysis relies primarily on the Summary of the Global Education Monitoring Report, published by the United Nations Educational, Scientific and Cultural Organization (UNESCO, 2023), and the Brazilian Artificial Intelligence Plan, issued by the Ministry of Science, Technology and Innovation (MCTI) (Brazil, 2025). The findings indicate that, as a dimension of human existence, technology is ambivalently both an instrument of domination and a potential vehicle for emancipation. This study seeks to contribute to the academic debate regarding the historical role of technology and its implications for teachers’ work in contemporary society.
Keywords: Technology. Teachers’ work. Emancipation.
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