From my teaching experience of technology in arts education contexts and info-excluded communities, I start to reflect on this text my concerns about the consequences of technology in terms of power, culture, identity and language. Focused on Information and Communication Technologies (ICT), I establish a problematic between instruction and emancipation. In the case of arts education, my experience can cover different levels of education: Secondary and post-graduation cycles. This problematic trace lines of research which, although diffuse, try to match the problem in development of electronic platforms for education, in each of these cycles, and also in extreme situations as in the case of info-excluded communities.

From this fundamentally empirical approach, I try, in the second part of the text, to analyze the concept of apparatus and, in the third part, to develop a research that contextualizes in arts education, particularly in its technological field. So, I focus, first, in a more abstract and theoretical level, primarily from Foucault and Agamben, where I try to clarify the issue of terminology between procedural apparatuses and inventions, which in amplified analysis allows to identify them again, as capturing apparatuses. Secondly, I raise some points on the complexity involved between Art and Education opening, albeit briefly, at an historical level, but above all, trying to defend what, in its contradictions, creates the possibility of an emancipatory experience. I add here also the technological issues and I clarify the concept of technique.

Under this clarification, I trace a framework of what makes up this great network and maximum apparatus that is education. And in that framework, I analyze some relationships between the living beings and apparatuses, in order to understand the implications for subjects who populate that network. In this effort of contextualization, some apparatuses in arts education and the roles they play in that network. I delve the relativity that the very terminology gains in the educational and artistic context, but above all, as the ICT apparatuses, captures the gesture of the students in a procedural instructory trap, expropriating their spaces of transition, exception and subjectivity, fundamental spaces for arts education and for the possible emancipatory experience. In the form of research project, I present a rescue strategy of these spaces reconfiguring ICT in arts education.

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