Digital surveillance and the teaching of philosophy: reflections for a critical digital education

Abstract

This article aims to explore the topic of digital surveillance, based on the theoretical foundation developed by David Lyon. Through the diagnosis of the challenges posed by the advancement of digital technologies, surveillance is interpreted as a cultural phenomenon of the present times. And since digital surveillance can indicate preferences, behaviors, desires and wishes, we ask: would the topic not be significant enough to be treated as an educational issue? We believe it is. Thus, understanding the systems of collection, registration and classification of the voluminous data that circulate at enormous speed and variety can contribute to the process of redefining digital practices. Therefore, we demand, through education, the formation of a critical digital stance. The article suggests the teaching of philosophy for this purpose, justified by the interpretation of a unique reflection that delves into the root of the problems, from a comprehensive and critical perspective that breaks with common sense.