ABSTRACT

We are used to considering human agency as the most important aspect of the educational process. Technologies are seen as inert matter, subordinated to human intention and design, as if they did not have a role in the eclectic combination of teaching, learning, and knowing about the world. Their agency is invisible until a breakdown occurs, a material moment which shows their doing. In this paper, we make digital action visible by focusing on emergency remote teaching in higher education during the Covid-19 pandemic breakdown. Data were collected/co-created in a graduate course in Education in the first three months of lockdown in Brazil. Through a queer assemblage of teaching-researching-writing, we present a sociomaterial analysis that shows multiple entanglements of bodies, material things, and pedagogic time-spaces. In this exercise, social inequality issues, power structures and ethical problems come to the surface, while students struggle for quality participation in the digitised classes.

摘要

我们习惯于将人类能动性视为教育过程中最重要的方面。技术被视为惰性物质，服从于人类的意图和设计，就好像它们在教学、学习和了解世界的折衷组合中没有作用。他们的能动性是不可见的，直到崩溃发生，一个显示他们所做的重要时刻。在本文中，我们通过在 Covid-19 大流行崩溃期间关注高等教育中的紧急远程教学，使数字行动可见。在巴西封锁的前三个月，在教育研究生课程中收集/共同创建了数据。通过教学-研究-写作的奇怪组合，我们提出了一种社会物质分析，它显示了身体、物质事物和教学时空的多重纠缠。在这个练习中，