Digital platforms, control, and content-based teaching: the school in an upside-down world
DOI:
https://doi.org/10.14393/REPOD-v15n1a2026-79563Keywords:
Platforms in Education, Digital Inclusion, Privatization, NeoliberalismAbstract
This article critically reflects on the adoption of digital technologies in schools, in light of the ongoing platformization of public education. The research, of both documentary and field nature, focused on analyzing the political and pedagogical assumptions embedded in the public-private partnerships that are being established. Additionally, it draws on empirical data from a master’s research project conducted at the Federal University of Uberlandia, which included interviews with teachers from two state public schools in the municipality of Uberlandia, Minas Gerais. The results show that, although there have been legal advances in public policies for digital inclusion in education, the implementation of digital platforms in schools often reinforces logics of control and surveillance that converge to favor the devaluation of teaching work, the privatization of public education, and may strengthen content-centered teaching practices.
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Copyright (c) 2025 Weslley Avellar Vendola, Adriana Cristina Omenas dos Santos
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