The journal Educação e Políticas em Debate is an electronic journal linked to the research line State, Policy and Management in Education of the Postgraduate Program in education of the Federal University of Uberlândia. Its editorial policy recognizes the legitimacy of dissent, polemics and the diversity of theoretical conceptions and matrices as something proper and inherent to democratic spaces. Thus, the philosophy, policies and practices of the journal are anchored in the principles of plurality, freedom and intellectual autonomy, prioritizing the effects and contributions of each singular production for the collective production of syntheses and new antitheses. It aims to provide researchers, teachers and undergraduate and graduate students from different national and international institutions with the dissemination of research results and experiences that present consistency, rigor and originality in the approach to the topic. The thematic approaches conveyed by the journal are aimed mainly at Brazilian and foreign scholars and researchers in the area of educational policies, but also at others interested in the area of education and Humanities in general. ISSN: 2238-8346. DOI prefix: 10.14393. The journal is ranked as stratum A3 of Qualis/Capes (Education field, 2017-2020).
Public policies for higher education in Brazil: systematic review of the Literature by subject area
The article aims to understand the main thematic areas examined in the scientific publication scope of Brazilian public policies for higher education, considering the 1996–2023 period. This qualitative study applies a Systematic Literature Review (SLR) following the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) and employs content analysis. The review encompasses eight thematic areas: 1) Access, Inclusion, and Expansion; 2) Evaluation and Quality; 3) Teacher Training and Employment; 4) Labour Market and Professional Placement; 5) Internationalisation; 6) Retention and Dropout; 7) Scientific Production and Researcher Training; and 8) Technology and Innovation. The results indicate a strong emphasis on the area of “Access, Inclusion, and Expansion,” which accounts for the largest number of studies and shows significant growth over time, particularly between 2013 and 2015. The “Evaluation and Quality” area also proves to be relevant, with a peak in publications in 2017 and a strong interconnection with the access-related domain. In contrast, areas such as “Internationalisation,” “Retention and Dropout,” “Scientific Production and Researcher Training,” and “Technology and Innovation” display a limited number of articles and weaker interconnections, suggesting the existence of research gaps. The study discusses advances and gaps, emphasising the need for future studies with mixed methodologies to deepen research on educational public policies.
Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA)
Copyright (c) 2026 Alan de Paula Silva, Luana Ferreira dos Santos, Fábio Henrique dos Anjos https://creativecommons.org/licenses/by-nc-nd/4.0
Generative artificial intelligence, education ana innovation in the context of data capitalism: dilemmas and possibilities
This theoretical-reflective essay discusses the possibilities of the ethical and responsible incorporation of generative artificial intelligence into educational processes developed in times of data capitalism, which is constituted by tense associations between human and non-human agents. To contextualize this discussion, it examines the sociotechnical dimension of digital technologies, more specifically artificial intelligences (AIs), reflecting on their labor, environmental, and algorithmic racism implications. It then problematizes the neoliberal conceptions of innovation present in science, technology, and education policies in Brazil, which have driven the development and use of AIs and the process of the platformization of education, reducing teaching practices to technological operationalization. Finally, starting from the concept of innovation based on a nurturing tradition, it reflects on how the contextualized and critical appropriation of generativa intelligence can be built, in schools and universities, based on the valorization of autonomous and authorial human teaching to mediate the process of forming the hybrid reader, considering the role of these educational spaces in fostering critical citizenship in a hyperconnected world.
DOSSIER: "PLATFORMIZATION, FINANCIALIZATION OF EDUCATION AND DIGITAL SOVEREIGNTY: THE QUESTION OF WORK AND TEACHER TRAINING"
Copyright (c) 2025 Alexia Pádua Franco, Raquel Aparecida Souza https://creativecommons.org/licenses/by-nc-nd/4.0
BNCC Computing and teaching work: a theoretical-methodological imposition of neoliberal policy
This article analyzes how the BNCC-Computation and the PNED-CNE framework reconfigure teaching work by bringing together curriculum, connectivity, certifications, and digital platforms. The article draws on a critique of value and social metabolism (Marx, 2013; Mészáros, 2008; 2010) and the theory of curriculum as identity production, articulated with a critique of reforms and neoliberalism (Apple, 2001; Silva, 2011; Harvey, 2008). The method is a dialectical documentary analysis of texts from the federal and Goiás state spheres (2017–2025), compared with evidence of implementation and intensification of work (Echalar, 2021; Peixoto; Carvalho, 2014). It is argued that such documents function as guiding devices for both management and pedagogical-didactic work, standardizing objectives, timelines, and "evidence" and shifting decisions to virtual platforms, converting data into equivalent pedagogical value. Gaps for recontextualization and governance criteria are highlighted to subordinate technology to pedagogical design.
Copyright (c) 2025 Elma Mota dos Santos Gonçalves, Jhonny David Echalar https://creativecommons.org/licenses/by-nc-nd/4.0
Artificial intelligence and innovation in educational processes: for what?
The article examines the contradictions of capitalism and the role of Artificial Intelligence (AI) as an instrument for reproducing social inequalities and intensifying labor exploitation. The analysis situates technological hegemony as an expression of the structural crisis of capital and problematizes the advance of technocentrism and technological solutionism in education. It discusses how public policies and the emerging legal framework in Brazil, influenced by neoliberal logic, confront the structural precariousness of schools and deepen historical inequalities. Grounded in historical-dialectical materialism, the study proposes a counter-hegemonic teaching praxis aimed at the critical and collective appropriation of technology by teachers. This movement seeks to overcome alienation and to restore the autonomy and recognition of teaching workers as class subjects.
Copyright (c) 2025 Phoebe V. Moore, Iury Kesley Marques de Oliveira Martins, Natalia Carvalhaes de Oliveira https://creativecommons.org/licenses/by-nc-nd/4.0
Metaphors to rethink educational technology in teacher training and work
This article consists in an essay that discusses the use of metaphors as a means to rethink digital technologies in teacher training and work. Based on the notion of the conceptual metaphor, that is, a mental construct that relates different domains of thought and is expressed in language, the text presents some of the metaphors that are most frequently used to talk about technology, exploring their connections with common forms of conceiving central aspects of the educational process, specifically, “teaching”, “learning” and “knowledge”. Taking as foundational the relationship between thought and action implied by conceptual metaphors, the article presents some examples of the use of metaphor in teacher training and work as a way to deconstruct closed conceptions and encourage the development of critical thinking.
Copyright (c) 2025 Giselle Martins dos Santos Ferreira https://creativecommons.org/licenses/by-nc-nd/4.0
Training processes and digital cultures: between prescribed policies and teachers' lived practices
This text aims to critically examine the National Digital Education Policy (PNED) and the training processes and practices of teachers in digital culture contexts. We present and discuss the PNED and its four structuring axes: digital inclusion, digital school education, digital training and specialization, and research and development in information and communication technologies, from the perspective of critical technology theory. We intertwine narratives of pre- and in-service teachers in online dialogic cycles, highlighting issues such as teacher identities, digital colonialism, and infocracy. Drawing on Freirean dialogues (2004), Morinian complexity (2000, 2011), and Josso's (2004) Research-Training, we consider that training processes and digital cultures, between prescribed policies and teachers' lived practices, can forge dialogic, collective, and inclusive processes, but also individualistic, exclusionary, and undemocratic ones, depending on where, how, for what purpose, and under what conditions they occur.
Copyright (c) 2025 Maria Cristina Lima Paniago https://creativecommons.org/licenses/by-nc-nd/4.0
The Reference Framework and Self-Assessment of Digital Knowledge for Teachers in Brazil: technocratic standardization in the context of the platformization of education
In the context of the platformization of education, we see a reconfiguration of policies for teacher training and professional development. This article analyzes the Reference Framework for Teachers’Digital Knowledge and a Self-Assessment of Teachers’ Digital Knowledge, developed by the Center for Innovation in Brazilian Education (CIEB) for the Ministry of Education (MEC). The methodology is based on a qualitative and critical approach, which includes a documentary research and a topological-relational study of AVAMEC digital platform. The results show how the Reference Framework and the Self-Diagnosis, aligned with global digital skills policies, reinforce a neoliberal logic of professional teacher development, prioritizing technocratic standardization, accountability, and performativity. The public-private articulation in these policies strengthens the commodification of education and the depoliticization of teacher training, subordinating it to corporate interests and to an instrumental view of technology.
Copyright (c) 2025 Daniela Erani Monteiro Will, Marina Bazzo de Espíndola, Roseli Zen Cerny https://creativecommons.org/licenses/by-nc-nd/4.0
Global movement of educational reforms and the national digital education policy: implications of distance and hybrid education in the reconfiguration of teaching work
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.
Copyright (c) 2025 Kátia Curado Silva https://creativecommons.org/licenses/by-nc-nd/4.0
Between automation and job insecurity: human development under pressure from artificial intelligence
This article analyzes the tensions between automation and the precariousness of work in contemporary capitalism, considering artificial intelligence as an expression of the contradictions of capital. From a Marxist perspective, we discuss how artificial intelligence reinforces labor exploitation and alienation, whether by replacing jobs or by intensifying productivity through the extraction of relative surplus value. In education, its adoption is driven by global policies that promote the platformization and financialization of education through the fetishization of technology, deepening structural inequalities. Artificial intelligence, as a historical product of the social relations of production, does not overcome the contradictions of capital, but rather radicalizes them. We conclude that the counter-hegemonic appropriation of this and all technologies requires the political organization of the working class, linking technology to projects of socialization of the means of production.
Copyright (c) 2025 Joana Peixoto, Adda Daniela Lima Figueiredo Echalar https://creativecommons.org/licenses/by-nc-nd/4.0
Digital Culture, Digital Technologies and Platformization Processes in Contemporary Education
The objective is to analyze the themes of investigations by the research group Laboratory for Studies on Information and Communication Technologies in Education (LêTece) related to what is called the platformization processes in education, which affect teacher training and teaching work. This is characterized as qualitative, exploratory, and documentary research, guided by the Descriptive Thematic Analysis technique. The corpus consisted of 18 academic productions from LêTece, including 6 master’s theses and 3 doctoral dissertations, covering the period from 2023 to 2025, as well as 6 papers presented at the 2024 National Association of Postgraduate Studies and Research in Education (ANPEd) Centro-Oeste conference. The results show that the analyzed productions are organized around three main axes: Platformization of education and reconfiguration of teaching work, which discusses the impacts of digitization on teachers' autonomy and working conditions; Ethics, authorship, and resistance in learning ecologies, which highlights collaborative and critical training practices in the face of technocratic logic; and Digital culture, youth, and teacher training, which addresses inequalities and political disputes surrounding digital education. It is concluded that the analyzed research reveals a field of tensions, where educational platforms both impose standardization logics and prompt teachers to rethink their pedagogical practices through digital technologies. The set of productions recognizes digital culture as characteristic of the present time and reaffirms the urgency of strengthening public policies and pedagogical practices committed to autonomy, digital sovereignty, and emancipatory and counter-hegemonic education.
Copyright (c) 2025 Ana Lara Casagrande, Alessandra Ferreira dos Santos https://creativecommons.org/licenses/by-nc-nd/4.0
Teacher work and formation in the face of platformization, the financialization of education, and digital sovereignty
Professor and intellectual José Claudinei Lombardi (Zezo) anchors his reflections in Marxism to reflect on the discussions raised during the interview. According to the author, Marxist ontology conceives of the social being in its materiality, understanding technology as an expression of objectified human labor, mediated by productive processes and historically determined by social relations. Drawing on Marx, Engels, Gramsci, Mészáros, and Antunes, he argues that, under the foundations of capital, innovations increase productivity, reinforce domination, and make work precarious. Terms like "digital capitalism" and "surveillance capitalism" capture circumstantial aspects but can obscure the essence: the exploitation of living labor as the basis for the accumulation of surplus value. In the educational field, Lombardi highlights that technicism and neo-technicism subordinate pedagogy to an instrumental logic, deepened by the processes of platformization and financialization, which imply a loss of autonomy and digital sovereignty. The intellectual defends Historical-Critical Pedagogy, omnilateral education, and the unveiling of fetishism. He concludes by proposing three tasks: a critique of bourgeois education; a praxis that democratizes systematized knowledge; and political education focused on human emancipation.
Copyright (c) 2025 Adda Daniela Lima Figueiredo Echalar, Joana Peixoto , Jackeline Império Soares, Iury Kesley Marques de Oliveira Martins https://creativecommons.org/licenses/by-nc-nd/4.0
Platformization, financialization of education, and digital sovereignty: the question of work and teacher formation
This dossier gathers national and international research that analyzes the relationships between education and digital network technologies, with a focus on the processes of platformization, financialization of education, and digital sovereignty. Composed of 23 articles and one interview, it is organized into three thematic axes: “Digital technologies, artificial intelligence, and teaching work: automation, precariousness, and resistance”; “Public policies: privatization of education, control and surveillance mechanisms for teachers, and deintellectualization of teachers”; and “Technology in the mediation of formative processes: distance education, hybrid education, and related topics.” The texts demonstrate that the disputes surrounding technology are, in essence, political, ideological, and class-based, configuring a paradigm of regulation and subordination of work and teacher training to the logic of capital. They also reveal gaps and resistances that emerge from critical pedagogical practices, research, and the collective organization of education workers.
Copyright (c) 2025 Joana Peixoto, Adda Daniela Lima Figueiredo Echalar, Raquel Aparecida Souza https://creativecommons.org/licenses/by-nc-nd/4.0
Volatility, complexity, and fluctuations of contemporary technological transformations and their impacts on the field of education
In this issue, the Revista Educação e Políticas em Debate brings together relevant discussions in its thematic dossier on platformization, the financialization of education, digital sovereignty, and the implications of these dynamics for teachers’ work and professional development. The dossier also features an interview that critically examines the thesis of the “end of work,” highlighting the perverse reconfiguration of capital, marked by intensified exploitation, precariousness, informality, and processes of uberization. These analyses are expected to contribute to deepening reflections on the uses of digital technologies and educational platforms in the context of disputes over digital sovereignty and persistent educational inequalities. The issue also includes articles from the continuous submission section addressing the reform of the New Secondary Education model, teacher training and professional practice, neoliberal reforms, and the expansion of professional and technological education, among other highly relevant discussions for the field of education and public policy.
Copyright (c) 2025 Maria Vieira Silva, Leonice Matilde Richter, Raquel Aparecida Souza, Vilma Aparecida de Souza https://creativecommons.org/licenses/by-nc-nd/4.0
The presence of otherness in District Public Policies for Early Childhood in Bogotá: a reflective hermeneutical reading from the perspective of vulnerable children
This article analyzes the presence of otherness in district policies for early childhood education in Bogotá (Colombia) during the last two administrations, using a reflexive hermeneutic approach. It is assumed that, although current policies mention the differential approach, there are significant gaps in their implementation that affect the recognition of children belonging to vulnerable populations, such as migrants, displaced persons, indigenous peoples, and those with disabilities. The research is based on a documentary analysis of regulatory guidelines and sectoral plans, from an ethical perspective of the other, supported by authors such as Levinas, Dussel, and Gadamer. It concludes that otherness has not yet been established as a guiding principle of public policy, which limits the guarantee of the right to truly inclusive early childhood education.
DOSSIER: “EARLY CHILDHOOD EDUCATION: DEFENDING PUBLIC MANAGEMENT AND THE RIGHT TO QUALITY”
Copyright (c) 2025 Juan Francisco Remolina Caviedes, Sandra Patricia Medina Camargo https://creativecommons.org/licenses/by-nc-nd/4.0
Early Childhood Education: defending public management and the right to quality
Theodor Adorno, a German philosopher, in his text “Education after Auschwitz”, dismayedly highlights an essential function of education: “the demand that Auschwitz not be repeated is the first of all for education” (Adorno, 2003, p. 119). This statement has resonated since its publication in the 1960s; however, the current context compels us to revisit this reflection to amplify the warning about the need to confront the processes of barbarism inherent in human behavior (Adorno, 2003). We are currently experiencing setbacks in the most diverse areas of life, and children, only partially seen and respected, are brutally affected.
Menissa Cícera Fernandes de Oliveira Bessa
Copyright (c) 2025 Menissa Cícera Fernandes de Oliveira Bessa, Leonice Matilde Richter, Jocicleia Souza Printes https://creativecommons.org/licenses/by-nc-nd/4.0
The policy of Early Childhood Education in the countryside, waters and forests: notes on family demands
The article aims to present and discuss aspects of family demands regarding access to early childhood education (nursery and preschool) in rural territories, as brought forth during the process of reinstating the agenda of Early Childhood Education for Rural, Riverine, and Forest Communities (EICAF). This discussion emerges from the collective and participatory development of the project “Quality Indicators for EICAF – IndiqueEICAF” (FAPESP PPPP 2023/10272-0). The initiative is carried out by the Brazilian Ministry of Education (MEC) as part of the implementation of the National Parameters of Quality and Equity in Early Childhood Education (PNQEEI). Data were collected in workshops held across the Northeast, Southeast, South, and North regions of Brazil, involving various social actors from early childhood education, rural education, school administrators, teachers, and researchers. These workshops resulted in the production of MEC documents systematizing the proposals and debates that took place. The material was analyzed qualitatively, leading to the construction of two analytical axes to understand the continuities and challenges in addressing families’ demands, which in turn influence discussions on the quality of EICAF. The consensuses emerging from these debates—translated and materialized into preliminary indicators—reaffirm and deepen the stance that educational provision must necessarily take place within the local territory, be responsive to the diversities of families and communities, and remain culturally grounded.
Copyright (c) 2025 Luciana Pereira de Lima, Ana Paula Soares da Silva https://creativecommons.org/licenses/by-nc-nd/4.0
Public policies on early childhood education and the historical struggle for access and quality
Early childhood education, the first stage of Brazilian basic education, has a history marked by a dialectical movement of struggles, sometimes with advances, sometimes with setbacks, since the development of public policies is a field strained by different forces—political, economic, and ideological, and by various players and social groups. In this sense, achievements are not permanent but rather require research on policy implementation, in-depth analysis of these processes, and the involvement of representatives of organized civil society in participatory and democratic spaces. These actions often materialize in battles to defend public schools and against reactionary actions that impede the advancement of rights, especially for infants and very young children.
DOSSIER: “PUBLIC POLICIES FOR EARLY CHILDHOOD EDUCATION AND THE HISTORICAL STRUGGLE FOR ACCESS AND QUALITY”
Pierre Naville y su enfoque materialista historico de la orientacion profesional
En una época, cuando la estabilidad laboral parece quedar en el pasado, retomar los trabajos de Pirre Naville acerca de la orientación profesional, abre la puerta a una reflexión que ahonda en los orígenes de problemas actuales como la extensión sin precedentes de los trabajos temporales, los trabajos a tiempo parcial y la flexibilidad laboral que se manifiesta en la intermitencia sin precedentes, entre empleo y desempleo que viven los trabajadores. En la sociedad capitalista, la orientación profesional se sitúa, como mediación entre los requerimientos de la producción (demanda) y la adecuación a esos requerimientos de la fuerza de trabajo (oferta); se trata de una mediación que interviene en la configuración de los mercados de trabajo, con la finalidad de buscar el encuentro entre la demanda y la oferta de fuerza de trabajo, con la finalidad de neutralizar la escasez de recursos humanos aptos para la producción y controlar el desempleo. Se trata de un tema que ocupo a Naville en un periodo histórico marcado por la experiencia de dos guerras mundiales en Europa y por los efectos de las políticas estatales, que, en materia de gestión de recursos humanos, incidieron en la “orientación profesional” para llenar los vacíos que en los mercados de trabajo dejo la experiencia bélica.
Copyright (c) 2025 Tania Aillón Gómez https://creativecommons.org/licenses/by-nc-nd/4.0
Philosophy for Children and Culture Circle: contributions to a comprehensive, dialogued and participatory education for children
This article aims to analyze the contributions of Philosophy for Children, in articulation with Paulo Freire’s Culture Circles, to the holistic, critical, and participatory development of children in Early Childhood Education and the early years of Elementary School. The methodology is theoretical and bibliographic, based on authors such as Freire, Lipman, Gallo, Kohan, among others, articulating philosophical and pedagogical foundations. The results indicate that philosophical practice, when integrated with Freirean principles of dialogue, problematization, and conscientization, fosters the development of autonomy, active listening, argumentation, and critical thinking in children. The experience of Culture Circles, adapted to the children's universe, enhances the emergence of philosophical questions from everyday life, promoting a more meaningful and humanizing education. It is concluded that the union between Philosophy for Children and Culture Circles constitutes a powerful pedagogical proposal for building a reflective, transformative, and protagonistic childhood.
Copyright (c) 2025 Sandra Olades Martins Venturelli, Lilian Calaça da Silva, Armindo Quillici Neto https://creativecommons.org/licenses/by-nc-nd/4.0
Continuing Education of Early Childhood Teachers in the National Commitment to Literate Children: a circumstantiated analysis
This article addresses the continuous professional development of early childhood education teachers within the National Commitment to Literate Children (NCLC), through the Reading and Writing in Early Childhood Education (RWECE) course. Considering that the NCLC is a literacy policy, we questioned the guidelines that enable the inclusion of the first stage in the actions of this policy. Therefore, the methodology adopted began with a bibliographic survey from a critical and historical perspective of education, followed by an analysis of decree n. 11,556/2023, which established the Commitment. While contextualizing the historical particularity of teacher training, the Law of Guidelines and Bases of National Education (LGBNE) of 1996 highlighted the dilemma regarding literacy instruction in early childhood education, mediating with the macro view of neoliberal policies and the singularity of the NCLC, a field of political, ideological, and budgetary disputes is revealed, in which early childhood education continues to be secondary in the context of Basic Education.
Copyright (c) 2025 Menissa Cícera Fernandes de Oliveira Bessa https://creativecommons.org/licenses/by-nc-nd/4.0
National policy in dispute: the role of MEC in the construction of local strategies for Early Childhood Education
The current article is an analysis of municipal deliberations and its aim is to identify the conditions for children's access to Early Childhood Education. The methodology is based on analyzing policy implementation in order to investigate how national standards are applied and to assess the current discourses. Municipalities were selected through the concept of pairs by taking into consideration that localities presenting similar features, such as size, enrollment and GDP, may have different approaches to access. The sample covered 16 municipalities and the State capital. According to the results, some national documents account for a successful induction; furthermore, there are different council formats. The most common target audience in deliberations is associated with private and community institutions. The age cutoff often follows the dates recommended in the Guidelines. Mandatory attendance is addressed in 57% of cases. Higher Education is the prevailing schooling, with at least a Major Degree in “Basic Education”. Infrastructure follows minimum criteria. Grouping presents different subdivisions and the professional: child ratio provides diverse proportions.
Copyright (c) 2025 Edson Cordeiro dos Santos, Maria Fernanda Rezende Nunes, Gabriela Scramingnon https://creativecommons.org/licenses/by-nc-nd/4.0
An integrated approach to early childhood education and care and integration within education system: the Brazilian Experience
This paper aims to analyze the premises that shape an integrated approach to early childhood education and care and those that shape the integration of ECEC services into the education system, considered here as two distinct movements. I argue that while an integrated approach to early childhood education and care is nourished by the ideals propagated by the countercultural revolution of the 1960s (Haddad, 2002), integration into the education system is part of a globally structured agenda for education (Dale, 2004). The article is also guided by the paradigm proposed by Cochran (1993), which states that policies and programs are a combination of causal factors and mediating influences, whose components co-mingle and produce distinct combinations that change over time. The main conclusion is that in the global structured agenda to education leaves little room for issues related to child well-being, family life, gender equality and the balance of work and family responsibilities.
Copyright (c) 2025 Lenira Haddad https://creativecommons.org/licenses/by-nc-nd/4.0
Early Childhood Education in the historical struggle for the dignity and rights of babies and small children
Rita Coelho is one of the leading names in the defense of children’s rights to Early Childhood Education in Brazil. She was ahead of COGEI (SEB/MEC) for nine years – 2007 to 2016 – and has returned in the current federal government, to seek new paths for development and implementation of public policies. In the interview, she shared her choice and performance in favor of children and their access to education. Her dialogue was full of rich experiences, and from those she revealed arenas of conceptual and budgetary disputes, the intensification of political conflicts, and the advancements and setbacks of this struggle process. In the end, Rita reinforced her optimism on the advancement in babies' and small children’s education, as well as in confronting poverty, which deeply victimizes them.
Copyright (c) 2025 Menissa Cícera Fernandes de Oliveira Bessa, Jocicleia Souza Printes https://creativecommons.org/licenses/by-nc-nd/4.0
Children of the Gaza Strip, Children of Brazil: Perspectives on Childhood and Early Childhood Education
The journal Educação e Políticas em Debate presents to the reader this issue, in which we disseminate the dossier “Public policies for early childhood education and the historical struggle for access and quality”, which portrays various angles of education in childhood. Although the approaches in this section focus predominantly on the Brazilian reality, we bring, in the editorial, fragments of the inhumane situation experienced by Palestinian children, to join the voices that call for an end to the conflict in Gaza and for the right to human dignity of the children of that territory. The articles that make up the dossier contribute with analyses on the importance of early childhood education and its priority role in the promotion of childhoods. Considering that many children have their childhood interrupted and are deprived of basic rights, it is fundamental to broaden the analyses on the evaluation of educational policies, the accountability of federated entities, educational indicators, and strategies that promote childhoods. In addition to the articles gathered in the dossier, this issue of Repod makes available articles in the “Continuous Demand” section, originating from various Brazilian regions, and features the collaboration of a Kenyan author and the co-authorship of a Mexican researcher, who contribute to Repod’s dialogues with African and Latin American countries.
Reflections on the Thesis "Access, in reverse: inequalities in the shadow of the expansion of Brazilian higher education, 1991-2020"
<div id="tw-container" class="nev7se" data-cp="1" data-nnttsvi="1" data-ntl-fpwrite="true" data-sletp="false" data-sm="1" data-ssbp="true" data-sugg-time="500" data-sugg-url="https://clients1.google.com/complete/search" data-tcp="geluk met jou verjaarsdag,gelukkige verjaarsdag,awoda pa,መልካም ልደት,عيد ميلاد سعيد,জন্মদিনৰ ওলগ জনালোঁ,aski mara phuqhawi,doğum günün mübarək,ad günün mübarək,з днём нараджэння,честит рожден ден,जन्म दिन के शुभ कामना,sanbε sanbε,শুভ জন্মদিন,sretan rođendan,per molts anys,feliç aniversari,malipayong adlawng natawhan,یادی لەدایک بوونت پیرۆز بێت,felice anniversariu,všechno nejlepší k narozeninám,pen-blwydd hapus,penblwydd hapus,tillykke med fødselsdagen,alles gute zum geburtstag,सालगिरह् मबारक,އުފާވެރި އުފަންދުވަހެއް,dzigbe zã nyuie na wò,χαρούμενα γενέθλια,happy birthday,feliĉan naskiĝtagon,feliz cumpleaños,palju õnne sünnipäevaks,zorionak,تولدت مبارک,hyvää syntymäpäivää,joyeux anniversaire,lokkige jierdei,lá breithe sona,lá breithe shona duit,co-là-breith math,feliz aniversario,vy'apavẽ,जल्मदिसाची परबी,જન્મદિવસની શુભેચ્છા,જન્મદિવસ ની શુભકામના,barka da ranar haihuwa,hauʻoli lā hānau,जन्मदिन की शुभकामनाएं,जन्मदिन की शुभकामनाएँ,sretan rođendan,bòn fèt,boldog születésnapot,ծնունդդ շնորհավոր,selamat ulang tahun,ezi ncheta ụbọchị ọmụmụ,ezi ncheta ọmụmụ,naragsak a panagkasangay,til hamingju með afmælið,buon compleanno,יום הולדת שמח,誕生日おめでとう,お誕生日おめでとう,sugeng ambal warsa,sugeng tanggap warsa,გილოცავთ დაბადების დღეს,გილოცავ დაბადების დღეს,туған күн құтты болсын,туылған күніңмен,រីករាយថ្ងៃខួបកំណើត,រីករាយ​ថ្ងៃ​កំណើត,ಹುಟ್ಟುಹಬ್ಬದ ಶುಭಾಶಯಗಳು,ಜನ್ಮದಿನದ ಶುಭಾಶಯಗಳು,생일 축하합니다,생일 축하해요,api batde,rojbûna te pîroz be,туулган күнүңүз менен,туулган кунуңуз менен куттуктайм,felix natalis,alles guddes fir de gebuertsdag,amazaalibwa amalungi,mbotama elamu,ສຸກສັນວັນເກີດ,ສຸກ​ສັນ​ວັນ​ເກີດ,su gimtadieniu,piancham chibai,daudz laimes dzimšanas dienā,जन्मदिनक शुभकामना,tratry ny tsingerin-taona,tratry ny tsingerintaona nahaterahana,среќен роденден,ജന്മദിനാശംസകൾ,төрсөн өдрийн мэнд хүргэе,төрсөн өдрийн мэнд,ꯅꯨꯡꯉꯥꯏꯔꯕ ꯄꯣꯛꯄ ꯅꯨꯃꯤꯠ,वाढदिवसाच्या शुभेच्छा,वाढदिवसाच्या हार्दिक शुभेच्छा,selamat hari lahir,xewqat sbieħ f'għeluq sninek,ပျော်ရွှင်ဖွယ် မွေးနေ့ဖြစ်ပါစေ,ပျော်ရွှင်စရာမွေးနေ့ဖြစ်ပါစေ,जन्म दिनको शुभकामना,gefeliciteerd met je verjaardag,gefeliciteerd,gratulerer med dagen,matswalo a mabotse,tsiku labwino lobadwa,baga guyyaa dhaloota kee geesse,ଜନ୍ମଦିନର ଶୁଭେଚ୍ଛା,ଜନ୍ମଦିନର ଅଭିନନ୍ଦନ,ਜਨਮਦਿਨ ਦੀਆਂ ਵਧਾਈਆਂ,ਜਨਮਦਿਨ ਮੁਬਾਰਕ,wszystkiego najlepszego z okazji urodzin,کلیزه دی نیکمرغه,feliz aniversário,punchawniykipi kusikuni,la mulți ani,с днем рождения,isabukuru nziza,शुभं जन्मदिनम्‌,جنم ڏينهن مبارڪ,සුබ උපන් දිනයක්,všetko najlepšie k narodeninám,šťastné narodeniny,vse najboljše,manuia asofanau,bhavhadhe rinofadza,maalin dhalasheed farxad leh,dhalasho wacan,gëzuar ditëlindjen,срећан рођендан,letsatsi le monate la tsoalo,wilujeung milangkala,wilujeung tepang taun,grattis på födelsedagen,heri ya siku ya kuzaliwa,பிறந்தநாள் வாழ்த்துகள்,பிறந்தநாள் வாழ்த்துக்கள்,పుట్టినరోజు శుభాకాంక్షలు,зодрӯз муборак,สุขสันต์วันเกิด,እንኳዕ ተወለድካ,doglan günüň bilen,maligayang kaarawan,doğum gününüz kutlu olsun,doğum günün kutlu olsun,siku lerinene ro velekiwa,туган көн белән,з днем народження,سالگرہ مبارک,سالگرہ مبارک ہو,tugʻilgan kuningiz bilan,tug'ilgan kun muborak bo'lsin,chúc mừng sinh nhật,mini emnandi,nwabela usuku lwakho owaqala ngalo,o kú àyájọ́ ọjọ́ ìbí,o ku ojo ibi,生日快乐,生日快樂,sikufisela usuku lokuzalwa oluhle,usuku olumnandi lokuzalwa" data-uilc="pt-BR" data-vil=",af,af-ZA,am,am-ET,ar-EG,ar-AE,ar-KW,ar-QA,ar,ar-IL,ar-JO,ar-LB,ar-PS,az,az-AZ,bg,bg-BG,bn,bn-BD,bn-IN,ca,ca-es,cs,cs-CZ,de,de-DE,de-CH,de-AT,de-LI,en,en-US,en-CA,en-AU,en-NZ,en-GB,en-IN,en-KE,en-TZ,en-NG,en-GH,en-PH,en-ZA,es,es-ES,es-AR,es-UY,es-419,es-BO,es-CL,es-CR,es-CO,es-DO,es-EC,es-GT,es-HN,es-NI,es-PA,es-PE,es-PR,es-PY,es-SV,es-VE,es-MX,es-US,eu,eu-ES,fi,fi-FI,fr,fr-FR,fr-CH,fr-BE,gl,gl-ES,gu,gu-IN,he,he-IL,iw,iw-IL,hu,hu-HU,hy,hy-AM,id,id-ID,is,is-IS,it,it-IT,it-CH,ja,ja-JP,jv,jv-ID,ka,ka-GE,km,km-KH,kn,kn-IN,ko,ko-KR,la,lo,lo-LA,lv,lv-LV,ml,ml-IN,mr,mr-IN,ms,ms-MY,nl,nl-NL,nb,nb-NO,ne,ne-NP,pl,pl-PL,pt,pt-BR,pt-PT,ro,ro-RO,ru,ru-RU,si-LK,sk,sk-SK,sr,sr-RS,su,su-ID,sv,sv-SE,sw,sw-TZ,sw-KE,ta,ta-IN,ta-SG,ta-LK,ta-MY,te,te-IN,tr,tr-TR,ur,ur-PK,ur-IN,yue,yue-HK,yue-Hant-HK,zh-HK,zh,zh-CN,zh-cmn,zh-cmn-CN,zh-Hans,zh-Hans-CN,zh-cmn-Hans,zh-cmn-Hans-CN,cmn-CN,cmn-Hans,cmn-Hans-CN,zh-TW,zh-Hant-TW,cmn-TW,cmn-Hant-TW,zh-cmn-TW,zh-cmn-Hant-TW,zu,zu-ZA,hi,hi-IN,tl,tl-PH,pa,pa-IN"> <div id="tw-container" class="nev7se" data-cp="1" data-nnttsvi="1" data-ntl-fpwrite="true" data-sletp="false" data-sm="1" data-ssbp="true" data-sugg-time="500" data-sugg-url="https://clients1.google.com/complete/search" data-tcp="geluk met jou verjaarsdag,gelukkige verjaarsdag,awoda pa,መልካም ልደት,عيد ميلاد سعيد,জন্মদিনৰ ওলগ জনালোঁ,aski mara phuqhawi,doğum günün mübarək,ad günün mübarək,з днём нараджэння,честит рожден ден,जन्म दिन के शुभ कामना,sanbε sanbε,শুভ জন্মদিন,sretan rođendan,per molts anys,feliç aniversari,malipayong adlawng natawhan,یادی لەدایک بوونت پیرۆز بێت,felice anniversariu,všechno nejlepší k narozeninám,pen-blwydd hapus,penblwydd hapus,tillykke med fødselsdagen,alles gute zum geburtstag,सालगिरह् मबारक,އުފާވެރި އުފަންދުވަހެއް,dzigbe zã nyuie na wò,χαρούμενα γενέθλια,happy birthday,feliĉan naskiĝtagon,feliz cumpleaños,palju õnne sünnipäevaks,zorionak,تولدت مبارک,hyvää syntymäpäivää,joyeux anniversaire,lokkige jierdei,lá breithe sona,lá breithe shona duit,co-là-breith math,feliz aniversario,vy'apavẽ,जल्मदिसाची परबी,જન્મદિવસની શુભેચ્છા,જન્મદિવસ ની શુભકામના,barka da ranar haihuwa,hauʻoli lā hānau,जन्मदिन की शुभकामनाएं,जन्मदिन की शुभकामनाएँ,sretan rođendan,bòn fèt,boldog születésnapot,ծնունդդ շնորհավոր,selamat ulang tahun,ezi ncheta ụbọchị ọmụmụ,ezi ncheta ọmụmụ,naragsak a panagkasangay,til hamingju með afmælið,buon compleanno,יום הולדת שמח,誕生日おめでとう,お誕生日おめでとう,sugeng ambal warsa,sugeng tanggap warsa,გილოცავთ დაბადების დღეს,გილოცავ დაბადების დღეს,туған күн құтты болсын,туылған күніңмен,រីករាយថ្ងៃខួបកំណើត,រីករាយ​ថ្ងៃ​កំណើត,ಹುಟ್ಟುಹಬ್ಬದ ಶುಭಾಶಯಗಳು,ಜನ್ಮದಿನದ ಶುಭಾಶಯಗಳು,생일 축하합니다,생일 축하해요,api batde,rojbûna te pîroz be,туулган күнүңүз менен,туулган кунуңуз менен куттуктайм,felix natalis,alles guddes fir de gebuertsdag,amazaalibwa amalungi,mbotama elamu,ສຸກສັນວັນເກີດ,ສຸກ​ສັນ​ວັນ​ເກີດ,su gimtadieniu,piancham chibai,daudz laimes dzimšanas dienā,जन्मदिनक शुभकामना,tratry ny tsingerin-taona,tratry ny tsingerintaona nahaterahana,среќен роденден,ജന്മദിനാശംസകൾ,төрсөн өдрийн мэнд хүргэе,төрсөн өдрийн мэнд,ꯅꯨꯡꯉꯥꯏꯔꯕ ꯄꯣꯛꯄ ꯅꯨꯃꯤꯠ,वाढदिवसाच्या शुभेच्छा,वाढदिवसाच्या हार्दिक शुभेच्छा,selamat hari lahir,xewqat sbieħ f'għeluq sninek,ပျော်ရွှင်ဖွယ် မွေးနေ့ဖြစ်ပါစေ,ပျော်ရွှင်စရာမွေးနေ့ဖြစ်ပါစေ,जन्म दिनको शुभकामना,gefeliciteerd met je verjaardag,gefeliciteerd,gratulerer med dagen,matswalo a mabotse,tsiku labwino lobadwa,baga guyyaa dhaloota kee geesse,ଜନ୍ମଦିନର ଶୁଭେଚ୍ଛା,ଜନ୍ମଦିନର ଅଭିନନ୍ଦନ,ਜਨਮਦਿਨ ਦੀਆਂ ਵਧਾਈਆਂ,ਜਨਮਦਿਨ ਮੁਬਾਰਕ,wszystkiego najlepszego z okazji urodzin,کلیزه دی نیکمرغه,feliz aniversário,punchawniykipi kusikuni,la mulți ani,с днем рождения,isabukuru nziza,शुभं जन्मदिनम्‌,جنم ڏينهن مبارڪ,සුබ උපන් දිනයක්,všetko najlepšie k narodeninám,šťastné narodeniny,vse najboljše,manuia asofanau,bhavhadhe rinofadza,maalin dhalasheed farxad leh,dhalasho wacan,gëzuar ditëlindjen,срећан рођендан,letsatsi le monate la tsoalo,wilujeung milangkala,wilujeung tepang taun,grattis på födelsedagen,heri ya siku ya kuzaliwa,பிறந்தநாள் வாழ்த்துகள்,பிறந்தநாள் வாழ்த்துக்கள்,పుట్టినరోజు శుభాకాంక్షలు,зодрӯз муборак,สุขสันต์วันเกิด,እንኳዕ ተወለድካ,doglan günüň bilen,maligayang kaarawan,doğum gününüz kutlu olsun,doğum günün kutlu olsun,siku lerinene ro velekiwa,туган көн белән,з днем народження,سالگرہ مبارک,سالگرہ مبارک ہو,tugʻilgan kuningiz bilan,tug'ilgan kun muborak bo'lsin,chúc mừng sinh nhật,mini emnandi,nwabela usuku lwakho owaqala ngalo,o kú àyájọ́ ọjọ́ ìbí,o ku ojo ibi,生日快乐,生日快樂,sikufisela usuku lokuzalwa oluhle,usuku olumnandi lokuzalwa" data-uilc="pt-BR" data-vil=",af,af-ZA,am,am-ET,ar-EG,ar-AE,ar-KW,ar-QA,ar,ar-IL,ar-JO,ar-LB,ar-PS,az,az-AZ,bg,bg-BG,bn,bn-BD,bn-IN,ca,ca-es,cs,cs-CZ,de,de-DE,de-CH,de-AT,de-LI,en,en-US,en-CA,en-AU,en-NZ,en-GB,en-IN,en-KE,en-TZ,en-NG,en-GH,en-PH,en-ZA,es,es-ES,es-AR,es-UY,es-419,es-BO,es-CL,es-CR,es-CO,es-DO,es-EC,es-GT,es-HN,es-NI,es-PA,es-PE,es-PR,es-PY,es-SV,es-VE,es-MX,es-US,eu,eu-ES,fi,fi-FI,fr,fr-FR,fr-CH,fr-BE,gl,gl-ES,gu,gu-IN,he,he-IL,iw,iw-IL,hu,hu-HU,hy,hy-AM,id,id-ID,is,is-IS,it,it-IT,it-CH,ja,ja-JP,jv,jv-ID,ka,ka-GE,km,km-KH,kn,kn-IN,ko,ko-KR,la,lo,lo-LA,lv,lv-LV,ml,ml-IN,mr,mr-IN,ms,ms-MY,nl,nl-NL,nb,nb-NO,ne,ne-NP,pl,pl-PL,pt,pt-BR,pt-PT,ro,ro-RO,ru,ru-RU,si-LK,sk,sk-SK,sr,sr-RS,su,su-ID,sv,sv-SE,sw,sw-TZ,sw-KE,ta,ta-IN,ta-SG,ta-LK,ta-MY,te,te-IN,tr,tr-TR,ur,ur-PK,ur-IN,yue,yue-HK,yue-Hant-HK,zh-HK,zh,zh-CN,zh-cmn,zh-cmn-CN,zh-Hans,zh-Hans-CN,zh-cmn-Hans,zh-cmn-Hans-CN,cmn-CN,cmn-Hans,cmn-Hans-CN,zh-TW,zh-Hant-TW,cmn-TW,cmn-Hant-TW,zh-cmn-TW,zh-cmn-Hant-TW,zu,zu-ZA,hi,hi-IN,tl,tl-PH,pa,pa-IN"> Over the last three decades, there has been an increase in the number of enrollments in higher education in Brazil. This expansion has been in line with the expansion of policies for access to higher education in the public and private sectors, resulting in greater diversity among students at this level of education. However, this scenario of increased enrollment, which marked a bright side of public policy, has outlined a great paradox. That is, while opportunities for young people to enter higher education were expanded, in counterpart, social disparities still caused many to be excluded from universities, thus intensifying a competitive environment for graduates, marking a dark side of the access expansion process. Therefore, the thesis presented here is dedicated to investigating these issues, with the objective of “Investigating the transformations in access to undergraduate education between 1991 and 2020.” To address this challenge, the research took a mixed approach, divided into three levels of analysis: macro, meso, and microsociological. Thus, during this review, the main conceptual and methodological aspects, as well as the results of the thesis, will be further detailed, reflected upon, and discussed.
Copyright (c) 2025 Marcos Henrique Carneiro Alves, Fábio Zambiasi, Graziela Scopel, Edilson Pontarolo, Maria de Lourdes Bernartt https://creativecommons.org/licenses/by-nc-nd/4.0
Practices of the Itinerant Specialized Educational Service of the Municipal Education Network of São Paulo
A Rede Municipal de Ensino de São Paulo (RME/SP) implementou, em 2016, o Atendimento Educacional Especializado (AEE) em três modelos: Colaborativo, Itinerante e Contraturno. Dada a ausência de uma normatização nacional específica para o AEE Itinerante, tornou-se relevante caracterizar o perfil dos Professores de Apoio e Acompanhamento à Inclusão (PAAIs) e descrever sua atuação nesse serviço. Participaram dessa pesquisa 37 PAAIs, que responderam um questionário com questões abertas e fechadas. Os resultados indicam que esses profissionais desempenham um papel que transcende o suporte pedagógico ao estudante público da educação especial, atuando como mediadores e agentes de transformação para a construção de uma cultura inclusiva. Sua atuação envolve colaboração com gestores, docentes e demais profissionais da escola, evidenciando que a inclusão escolar é uma responsabilidade coletiva. Além da dimensão pedagógica, o trabalho das PAAIs abrange aspectos culturais e valores que estruturam as relações intraescolares e interação da escola com a comunidade. O AEE Itinerante favoreceu a articulação entre a escola e os serviços de apoio, consolidando a perspectiva de uma educação para todos, baseada no respeito às singularidades dos estudantes Observou-se que ações formativas conduzidas pelos PAAIs possuem potencial transformador no contexto escolar, entretanto, a ampliação do tempo de permanência dos PAAIs nas unidades escolares seria necessária para fortalecer a colaboração com docentes da sala comum e garantir maior constância no suporte direto ao estudante. Espera-se que os resultados desta pesquisa contribuam para o aprimoramento das práticas inclusivas, promovendo a equidade e a participação de todos os estudantes no processo educacional.
Itinerant Specialized Educational Service
Special Education and Pedagogical Support
Copyright (c) 2025 Tatiane Sanches Silva Muradas, Carla Ariela Vilaronga https://creativecommons.org/licenses/by-nc-nd/4.0
Platformization and Evaluation in the AlfaMais Goiás: tensions between the Public and Private sectors
This article aims to analyze the role of digital platforms in the assessment processes of the AlfaMais Goiás Program, highlighting the tensions between the public and the private in contemporary educational policy. In the post-pandemic context, marked by the intensification of the platformization of education, assessment assumes a central place in the logic of regulation and control, characteristic of the so-called “evaluative State” and accountability policies. The AlfaMais Goiás Program establishes an evaluation model based on the application of standardized tests, whose results are recorded and monitored through digital platforms, such as the School Performance Assessment System of the State of Goiás (SAEGO) and SIAM. These platforms not only automate assessment processes but also produce performance indicators that guide pedagogical, managerial, and financial decisions, such as granting incentives to schools with the best results. Methodologically, this is an exploratory and bibliographic study, with a qualitative approach, supported by document analysis. The theoretical framework is based on authors such as Grohmann (2020), D’Andrea (2020), Silva and Costa (2024), Antunes (2020), Harvey (2018), among others. The results indicate that the intensive use of platforms in assessment compromises teacher autonomy, reduces the complexity of pedagogical processes to numerical metrics, and reinforces ranking and competition practices among schools, consolidating processes of privatization and control of teaching work in the state public school system of Goiás.
Weslene Martins da Silva Ferreira Ferreira
Copyright (c) 2025 SUZANA LOPES DE ALBUQUERQUE, Weslene Martins da Silva Ferreira Ferreira, Dayanna Pereira dos Santos https://creativecommons.org/licenses/by-nc-nd/4.0
Digital technologies in schools: tensions between teaching performance, commercial interests and public policies
This article starts from data produced in the context of a PhD thesis presented in 2022, it aims investigating the emerged tensions from teaching practices committed to students' educational demands versus the commercial interests of Big Tech. This asymmetrical relationship, reflected in the development of a real related public policies, is watched here from the perspective of high school teachers working in the autonomous region of Catalonia (Spain) and the state of Bahia (Brazil). The interviews conducted with these professionals were structured around a theoretical framework that understands education as a right and that the active and civic mobilization of school communities is fundamental for the development of public policies less susceptible to lobbying by transnational technology companies. Among the results obtained, we observe the implications of the current context of platformization of education on the work of teachers, with limitations on their autonomy and that of the school units, as well as problematic repercussions of public policies that disregard or downplay the fundamental role of education professionals in decision-making processes.
Copyright (c) 2025 Daniel Silva Pinheiro, Rafael Alberto González González https://creativecommons.org/licenses/by-nc-nd/4.0
Digital platforms, control, and content-based teaching: the school in an upside-down world
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.
Copyright (c) 2025 Weslley Avellar Vendola, Adriana Cristina Omenas dos Santos https://creativecommons.org/licenses/by-nc-nd/4.0
Content factories: the subordination of academic labour under the logic of financialisation and platformisation
This article aims to present elements of ongoing research that investigates the reconfiguration of academic labour in Brazil based on the phenomenon of "content factories", understood here as companies that produce didactic material for private Higher Education Institutions. In front of the growing expansion of the private sector and the Distance Learning modality, driven by processes of financialisation and platformisation of education, it becomes crucial to investigate how educational content is produced. The central hypothesis is that content factories materialise a project that, under the veil of technocentrism, promotes the subordination of knowledge to the logic of capitalist accumulation. Through processes of fragmentation, standardisation, and intensification, teaching work is reconfigured and precarious. This article presents an analysis of the structure of these factories and their implications for teaching labour, challenging technological determinism and pointing to the need for resistance.
Copyright (c) 2025 Mariléia Maria da Silva, Milene Silva de Castro https://creativecommons.org/licenses/by-nc-nd/4.0