PLATFORMIZATION OF EDUCATION IN TIMES OF DIGITAL COLONIALISM: RECONFIGURATIONS OF THE TEACHER–STUDENT RELATIONSHIP

Abstract

In recent years, Big Techs have consolidated themselves as global actors, transforming social dynamics and significantly impacting the field of Education. This article analyzes the consequences of the massive introduction of digital platforms in schools, based on digital colonialism and neoliberal practices. We argue that platformization is not neutral but hides mechanisms of domination that alter the relationship between teachers and students. Based on a bibliographic review, the study concludes that the platformization of education promotes the precarization of teaching work and the alienation of the learning activity, highlighting the need for local educational policies that distance themselves from the logic of Big Techs and promote emancipatory solutions adapted to local demands.