This article is part of a project made by its two authors who are Information and Communications Technology (ICT) teachers in the technical and vocational education as well as higher education systems in regards to artistic education. The project emanates from the anxieties that the ICT's plan represents to education on the electronic platforms scheme destined to support education, as well as means to the students experiences and artistic processes. The instructive power of these same means raises problems in regards to creative processes and the students’ emancipation. The authors also share an experience at technological workshops on info-excluded societies, under the scope of the "Identidades – movimento intercultural", where they face those same problems but in a much more extreme learning situation.

"Identidades" is made up from a group of teachers, students, researchers and artists that question their own practices, based on experiences in intercultural contexts between Portugal, Mozambique, Brazil and Cape Verde.

From those voyages and experiences in regards to territory, culture, time and language, we obtain enquiry and critical consideration targets.  We have walked a long path of questioning and analysis of the ICTs history and its role in society, especially in the Info-excluded Communities and in the Artistic Education. That path runs through themes like Interculturalism; Interfaces and Electronic Platforms; Power Systems and Devices in which this article fits. Faced with a certain impotence when it came to the free use of these devices, by the veiled hierarchies in a supposed universal technical neutrality, we looked for strategies to cope with them in the field of artistic education. With that in mind, we analysed the ICT's history, the paradigms that have moulded our society, with the objective of finding possibilities to defile and restore or configure a new use.

We started from the idea that art is in fact politics, when it comes to its power to deactivate the communication processes, which in this era of information may open a space of resistance and thinking. In this sense, with this article we intend to find paradigms that configure education and that have had consequences in regards of artistic education putting into play the technological apparatuses in this era of cyber-fordism.

Agamben, Giorgio (2005). “O que é um Dispositivo?”, in IIha de Santa Catarina - 2° semestre de 2005, pp. 9-15. Agamben, Giorgio (2008). Signatura rerum, Barcelona: Editorial Anagrama, 2010. Foucault, Michel (1975). Vigiar e Punir, Nascimento da Prisão, RJ: Vozes, 2011. Foucault, Michel (1969). A Arqueologia do saber, PT: Edições 70, 2014. ISBN 978-972-44-1823-0 Foucault, Michel (1970 ). A Ordem do Discurso, Aula Inaugural no Collège de France, SP: Edições Loyola, 1999. Abbate, Janet: Inventing the Internet. The MIT Press, 2000, ISBN 0262511150 Ceruzzi, Paul E.: A History of Modern Computing, 2nd Edi- tion. 2nd edition. The MIT Press, 2003, ISBN 0262532034 Barbrook, Richard: Imaginary Futures: From Thinking Machines to the Glo- bal Village. Pluto Press, 2007, ISBN 0745326609 Black, Edwin: IBM and the Holocaust: The Strategic Alliance Between Nazi Germany and America’s Most Powerful Corpora- tion. 1st edition. Dialog Press, 2008, ISBN 0914153102 Bush, Vannevar: As We May Think. 2010 1945, Nr. 2010/09/01 ⟨URL: http://www.theatlantic.com/ magazine/archive/1969/12/as-we-may-think/3881/1/⟩ Levy, Steven: Hackers: Heroes of the Computer Revolution - 25th Anniversary Edition. 1st edition. O’Reilly Media, 2010, ISBN 1449388396 Kelly, Kevin: Out of Control: The New Biology of Machines, Social Systems, and the Economic World. Reprint edition. Basic Books, 1995, ISBN 0201483408 Idem: What Technology Wants. Viking Books, 2010, ISBN 0670022152