Plataformas digitais, controle e ensino conteudista: a escola no mundo ao avesso
DOI :
https://doi.org/10.14393/REPOD-v15n1a2026-79563Mots-clés :
Plataformas na Educação, Inclusão Digital, Privatização, NeoliberalismoRésumé
O objetivo do artigo é refletir criticamente sobre a adoção de tecnologias digitais nas escolas, diante do processo crescente de plataformização da educação pública. A pesquisa, de cunho documental e de campo, teve como foco analisar os pressupostos políticos e pedagógicos embutidos nas parcerias público-privadas que vêm sendo celebradas. Adicionalmente, utilizam-se dados empíricos provenientes de uma pesquisa de mestrado realizada na Universidade Federal de Uberlândia, na qual foram realizadas entrevistas com professores de duas escolas públicas estaduais do município de Uberlândia-MG. Os resultados mostram que, embora haja avanços legais no âmbito das políticas públicas educacionais de inclusão digital, a implementação de plataformas digitais nas escolas muitas vezes fortalece lógicas de controle e vigilância que convergem e favorecem, a desqualificação do trabalho docente, a privatização da educação pública e podem reforçar práticas de ensino centradas no conteúdo.
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© Weslley Avellar Vendola, Adriana Cristina Omenas dos Santos 2025
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
