THE EXPERIENCE OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT) IN THE CLASSROOM: DISCIPLINE, CONTROL AND NOO-POLITICS

Abstract

The proliferation of Information and Communication Technologies (ICT) poses new challenges to the educational processes, knowledge construction and subjective production. We examine the use of these tools in high school trying to determine if they introduce changes in the traditional education dynamics. For this, we take the concepts provided by bio-politics studies: disciplinary societies (Foucault) and the behavioral axes of classic education; and societies of control (Deleuze). We also tackle the concept of “noo-politics” developed by Mauricio Lazzarato as the political action exerted from the distance. Here is the origin of the hypothesis that the ICT transform the disciplinary spaces of the classroom and permit a more permeable adjustment to the logic of control. The case study was Tomas Alva Edison School, a pioneer in the use of computers in high school in Argentina. We used secondary sources, fieldwork data from previous investigations. This study intends a reflection on the breaking of disciplinary spaces brought about by the ICT; the alternative ways of conceiving time and space in the classroom, and the new ways of subjective production for which memory, attention, concentration and perception are prevailing.