Resumo

PINAR, William. Teaching and learning online: collateral damage during the pandemic. Rev. iberoam. educ. super [online]. 2022, vol.13, n.37, pp.3-17.  Epub 01-Ago-2022. ISSN 2007-2872.  https://doi.org/10.22201/iisue.20072872e.2022.37.1301.

Moving to online classes had an impact beyond the school achievement gaps predicted by education specialists, with the loss of natural socialization spaces and certain routines linked to school attendance that have triggered disruptive behaviors. On the other hand, the technologization required for the new schooling has implied an increasing datafication of education that has undoubtedly an impact on the ideological control imposed by the techno-state, thanks to the implementation of software designed for real-time monitoring of students and its collateral eagerness to intervene in the state of mind, thanks to advances in neurocomputing. This invasion of automated surveillance also brings with it a disappearance of the inner space of the self, a space necessary for self-awareness and the optimal configuration of the relationship with others, to which must be added the predominance of the identity called “profilicity” (the assumption of an identity through public accounts of oneself), which, without being sincere or authentic, is explored in the virtual spaces of the “I”, a space necessary for self-awareness and the optimal configuration of the relationship with others, This is an identity where interiority does not exist and which encloses individuals in a data prison against which, according to the author, the only weapon is historical study, which makes it possible to understand the threats of technologization through knowledge, or rather, the internalization of the past.

Palavras-chave : online teaching; technologization; ideological control; profilicity; Currere method.

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