Critical theory of technology: a reflection from Andrew Feenberg's contributions
DOI:
https://doi.org/10.25247/P1982-999X.2024.v24n3.p184-196Keywords:
digital technologies, theoretical axes, meanings, democratic conceptionAbstract
The objective of this article is to present ways of understanding technologies based on Andrew Feenberg's critical theory. From a methodological point of view, this is a bibliographic study that addresses the foundations of instrumentalism, determinism and substantivism, as well as the influences that contributed to the formulation of the critical theory of technology. It is concluded that technologies can be understood as neutral, inevitable, faithful to the rules of efficiency, autonomous and capable of incorporating substantial values. The critical theory of technology adds that they can be considered the result of the technical knowledge of the experts involved in the technological project added to the experiences of its users. The democratic conception of technology emerges from this understanding, as a way for users to influence the technological project, in order to represent different interests and different contexts.
Downloads
References
DUSEK, V. Filosofia da tecnologia. São Paulo: Loyola, 2009.
FEENBERG, Andrew. Questioning technology. London and New York: Routledge, 1999.
FEENBERG, Andrew. Tecnologia, modernidade e democracia. Lisboa: Inovatec, 2018.
FEENBERG, Andrew. Transforming technology: a critical theory revisited. New York: Oxford University Press, 2002.
MARCUSE, H. One-dimensional man: studies in the ideology of advanced industrial society. London and New York: Routledge & Kegan Paul, 1964.
NYE, D. E. Technology matters: questions to live with, Cambridge: The MIT Press, 2006.
SANTAELLA, L. Comunicação ubígua: repercussões na cultura e na educação. São Paulo: Paulus, 2014.
SELWYN, N. Education and technology: key issues and debates. New York: Continuum International Publishing Group, 2011b.
SELWYN, N. Um panorama dos estudos críticos em educação e tecnologias digitais. In: ROCHA, C. H.; EL KADRI, M. S; WINDLE, J. A. (org.). Diálogos sobre tecnologia educacional: educação, linguística, mobilidade e práticas translíngues. São Paulo: Pontes, 2017, p. 15-40. Disponível em: https://osf.io/preprints/socarxiv/5pu3x/. Acesso em: 10 set. 2018.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Luciana de Lima Dusi

This work is licensed under a Creative Commons Attribution 4.0 International License.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors publishing in this journal agree to the following terms:
- Authors retain copyright and grant Ágora Filosófica the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution License, which allows the work to be shared with acknowledgment of authorship and initial publication in this journal.
- Authors are authorized to enter into additional agreements separately for the non-exclusive distribution of the version of the work published in this journal (e.g., publishing in an institutional repository or as a book chapter), provided that they acknowledge and indicate the authorship and initial publication in this journal.
- Authors are permitted and encouraged to publish and distribute their work online (e.g., in institutional repositories or on their personal websites) at any time after the completion of the entire editorial process, as this can generate productive changes, as well as increase the impact and citation of the published work (See The Effect of Open Access).













