Global movement of educational reforms and the national digital education policy: implications of distance and hybrid education in the reconfiguration of teaching work
DOI:
https://doi.org/10.14393/REPOD-v15n1a2026-80947Keywords:
Reforma Educativa Global, Política Nacional de Educación Digital, Trabajo docente, Hegemonía, Epistemología de la praxisAbstract
This essay analyzes the global movement of educational reforms and its implications for the redefinition of the school, teaching work, and public teacher education policies, focusing on Brazil’s National Digital Education Policy (PNED), established by Law No. 14.533/2023. Drawing on a critical-theoretical approach grounded in Gramsci, Freire, Saviani, Ball, Dardot, and Laval, the discussion argues that these reforms are not merely a set of technical measures but rather a political and ideological project of hegemony, aimed at shaping subjectivities and reorganizing teaching work under the logic of informational capitalism. It concludes that this process constitutes a new educational hegemony, sustained by an epistemology of technique and by the ideology of efficiency. In contrast, the essay reaffirms the epistemology of praxis as a theoretical and political foundation to resist technological subordination, defending the teacher as an organic intellectual of the working class and the public school as a space for human, critical, and emancipatory formation.
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