摘要：ABSTRACT. This essay analyzes TDIC - Digital Information and Communication Technologies through the prism of language, as it gives the new technologies the status of digital language. It takes aspects of Vygotsky's Historical Cultural Theory, and principles of the philosophy of language discussed by members of the so-called Bakhtin Circle, to interpret digital technologies as a new human language and their implications for education. It is a theoretical reading about TDICs, seen as a revolution in human technique, because it goes beyond the daily perspective of resources as mere instruments. The aim is to highlight its aspects of development, understood as intellectual technology that is configured in the mediation that establishes between the subjects of social and communicative exchange, on the one hand, and learning, on the other, and causes epistemological changes regarding knowledge about learning human. From this perspective, it is possible to recognize the specificities of digital language in relation to orality and writing as an autonomous and under construction language, which allows articulating concepts such as scripts, multimodality and hypertext, as well as implementing notions such as navigation and that of digital utterances. This enriches theoretical and epistemological discussions about TDIC in the educational context, and acknowledges its implications for learning and human development beyond its utilitarian bias.↓RESUMEN. Este ensayo analiza TDIC - Tecnologías digitales de información y comunicación - a través del prisma del lenguaje, ya que le da a las nuevas tecnologías el estado del lenguaje digital. Se refiere a aspectos de la teoría histórica cultural vigotskiana y los principios de la filosofía del lenguaje discutidos por los miembros del llamado Círculo Bakhtin para interpretar las tecnologías digitales como un nuevo lenguaje humano y sus implicaciones para la educación. Es una lectura teórica sobre las TDIC, vista como una revolución en la técnica humana, porque va más allá de la perspectiva diaria de los recursos como meros instrumentos. El objetivo es resaltar sus aspectos de desarrollo, entendidos como tecnología intelectual que se configura en la mediación que establece entre los sujetos del intercambio social y comunicativo, por un lado, y el aprendizaje, por el otro, y provoca cambios epistemológicos con respecto al conocimiento sobre el aprendizaje humano. Desde esta perspectiva, es posible reconocer las especificidades del lenguaje digital en relación con la oralidad y la escritura como un lenguaje autónomo y en construcción, que permite articular conceptos como guiones, multimodalidad e hipertexto, así como implementar nociones como navegación y el de los enunciados digitales. Esto enriquece las discusiones teóricas y epistemológicas sobre TDIC en el contexto educativo, y reconoce sus implicaciones para el aprendizaje y el desarrollo humano más allá de su sesgo utilitario.↓ABSTRACT. This essay analyzes TDIC - Digital Information and Communication Technologies through the prism of language, as it gives the new technologies the status of digital language. It takes aspects of Vygotsky's Historical Cultural Theory, and principles of the philosophy of language discussed by members of the so-called Bakhtin Circle, to interpret digital technologies as a new human language and their implications for education. It is a theoretical reading about TDICs, seen as a revolution in human technique, because it goes beyond the daily perspective of resources as mere instruments. The aim is to highlight its aspects of development, understood as intellectual technology that is configured in the mediation that establishes between the subjects of social and communicative exchange, on the one hand, and learning, on the other, and causes epistemological changes regarding knowledge about learning human. From this perspective, it is possible to recognize the specificities of digital language in relation to orality and writing as an autonomous and under construction language, which allows articulating concepts such as scripts, multimodality and hypertext, as well as implementing notions such as navigation and that of digital utterances. This enriches theoretical and epistemological discussions about TDIC in the educational context, and acknowledges its implications for learning and human development beyond its utilitarian bias.↓O presente ensaio analisa as TDIC – Tecnologias Digitais de Informação e Comunicação pelo prisma da linguagem, por atribuir às novas tecnologias o estatuto de linguagem digital. Toma como referência aspectos da Teoria Histórico Cultural, de matriz vigotskiana, e princípios da filosofia da linguagem discutida por membros do chamado Círculo de Bakhtin, para interpretar as tecnologias digitais, como uma nova linguagem humana, e suas implicações para a educação, Trata-se de uma leitura teórica sobre as TDIC, vistas como revolução da técnica humana, porque ultrapassa a ótica cotidiana de recursos como meros instrumentos. O intuito é evidenciar seus aspectos de desenvolvimento, compreendida como tecnologia intelectual que se configura na mediação que estabelece entre os sujeitos da troca social e comunicativa, de um lado, e da aprendizagem, de outro, e provoca mudanças epistemológicas quanto ao conhecimento sobre a aprendizagem humana. A partir desta ótica, é possível reconhecer as especificidades da linguagem digital, em relação à oralidade e à escrita, como uma linguagem autônoma e em construção, que permite articular conceitos como scripts, multimodalidade e hipertexto, assim como implementar noções como a de navegação e a de enunciados digitais. Esse novo conjunto enriquece as discussões teóricas e epistemológicas a respeito das TDIC no contexto educacional, e dá a reconhecer suas implicações para a aprendizagem e o desenvolvimento humano para além de seu viés utilitarista.
其他摘要：ABSTRACT. This essay analyzes TDIC - Digital Information and Communication Technologies through the prism of language, as it gives the new technologies the status of digital language. It takes aspects of Vygotsky's Historical Cultural Theory, and principles of the philosophy of language discussed by members of the so-called Bakhtin Circle, to interpret digital technologies as a new human language and their implications for education. It is a theoretical reading about TDICs, seen as a revolution in human technique, because it goes beyond the daily perspective of resources as mere instruments. The aim is to highlight its aspects of development, understood as intellectual technology that is configured in the mediation that establishes between the subjects of social and communicative exchange, on the one hand, and learning, on the other, and causes epistemological changes regarding knowledge about learning human. From this perspective, it is possible to recognize the specificities of digital language in relation to orality and writing as an autonomous and under construction language, which allows articulating concepts such as scripts, multimodality and hypertext, as well as implementing notions such as navigation and that of digital utterances. This enriches theoretical and epistemological discussions about TDIC in the educational context, and acknowledges its implications for learning and human development beyond its utilitarian bias.
