CONVERGENCES BETWEEN ART, EDUCATION, DIGITAL TECHNOLOGY, AND COMTEMPORANY SOCIETY

Abstract

This article discusses the convergence of art, education, digital technologies, and contemporary society through reflections and theoretical analyses drawing upon the perspectives of authors such as Ramos (2006), Dewey (1938), Freire (1996), Dalcroze (1920), Santos (2013), Silveira (2006), Lévy (1999), Niemeyer (1960), and visual artists Neves (2016) and Jekupê (2012). Their ideas engage in a dialogue about the digital transformations of contemporaneity, the relevance of active participation, social critique, and the value of art and education in fostering significant social change. The methodological approach is based on systematic review (Denzin, 1978), aiming to explore intersections between theory and practice in the context of contemporary art and education. This reflection seeks to enhance cognitive development, critical awareness, artistic experience, cultural formation, and interaction with digital technologies, integrating both in-person and virtual communication within society.