EDUCATION AND TECHNOLOGY: CHALLENGES AND POSSIBILITIES THE EDUCATIONAL EXPERIENCE IN THE AGE OF DIGITAL PLATFORMS

Abstract

The educational experience crosses a sensitive threshold: between flows of data that do not cease and algorithms that shape formative decisions, a new learning regime is insinuated in which meaning becomes more elusive than evident. The present study is based on the intention of understanding how digital mediation, under the aegis of platforms, reorganizes the ways of teaching and learning, stressing the centrality of the teacher and the active position of the student in the training process. Rather than an uncritical adherence to technological innovation, it proposes to explore the invisible layers of control, repetition, and silencing that are often camouflaged under promises of personalization and engagement. The mobilized bibliographic methodology operates from an attentive listening to contemporary productions that problematize algorithmic culture, the displacement of pedagogical authority and the aestheticization of the school experience. More than diagnosing ongoing transformations, it seeks to question the ethical-formative meanings in dispute, opening space to think of education not as the application of platforms, but as the intentional construction of bonds, presences and pauses. In a scenario of machinic acceleration, perhaps resisting consists in sustaining zones of silence, listening intervals, and territories where the teacher's gesture and the student's voice can still mean something beyond the calculated performance.