THE RELATIONSHIP BETWEEN EDUCATION ¬, ICT AND COGNITIVE DEVELOPMENT

ABSTRACT This article addresses the issue of the relationship between education, ICTs and cognitive development. Its scientific relevance lies in the fact that it discusses a topic that crosses contemporary educational paradigms and its condition for changing behavior and thinking. Its social relevance lies in clarifying to the general public the possibilities, potentialities and challenges that arise through the insertion of ICTs in formal school environments. This is a bibliographical research, based on the interpretation and broad discussion of the topic by the authors, given their respective backgrounds in human and social sciences. Cognitive development is a sociological and individual condition that is formed and consolidated through experience and its analysis, interpretation and understanding until it is synthesized. Intellectual advances cannot be attributed solely by linking this category to the use of tools that quickly obtain objective answers from the user and that, over time, interferes in their subjectivity, transforming them into a slave to that which was supposed to be an exponential promoter of their condition of epistemic freedom. In the same way, intellectuality can only be achieved as a form of recognition by the group to which one belongs, when one produces something of such relevance that it proves capable of influencing and changing, for the better, the lives of the participants; it is not a schizopathic thought that applies to oneself and that finds recognition through views and followers, who are as ignorant or even more ignorant than the content producer. It is important to clarify that modern technology tools are the product of intense research; they did not result from hasty ideas lacking logical foundations, especially because they were created to serve specific groups that dealt with issues of the highest relevance, such as national security for the respective countries from which they originated.