Tensiones y consensos en torno a los fenómenos educación, tics y políticas públicas: reflexiones desde el saber y poder

Teachers immersed in the digital world must use a set of technologies to achieve the objectives of their teaching activity; however, there is no doubt about the challenges generated by the incorporation of new information and communication technologies (ICTs) in education, which also produce a set of problems typical of the asymmetrical relations of knowledge and power, within the framework of what knowledge societies mean in the global south, a space identified by inequalities of all kinds. In this order of ideas, the objective of the article is to discuss the main tensions and consensus around the phenomena: Education, Tics and Public Policies, dichotomously assumed as interrelated concepts and social phenomena of global scope. For the theoretical development of the research, political materialism was used and, methodologically, the documentary research technique and the hermeneutic interpretation of the texts reviewed. It is concluded that ICTs, as part of the technological evolution and their contribution to contemporary educational practices, both in their modalities and their potential for expansion to other educational models, should be a priority in educational policies.