Digital technologies in education: communicating, accessing and disseminating information

Abstract

By understanding that, nowadays, the dissemination of digital technologies in education lacks discussions that go beyond the defense of the use of technological artifacts as learning tools, this article aims to problematize the intersections that the algorithmic governmentality creates in the relationship between digital technologies in education. Taking the fifth competence defended in the National Common Curricular Base (BNCC) as a starting point, this problematization points out the need to understand the implications of algorithmic modeling for a formative education, more focused on human relations. Communicating, accessing and disseminating information in a responsible, thoughtful and critical way requires that the propagation of digital technologies in education be inscribed in a debate more attuned to sociological, philosophical and even political issues