Teaching Philosophy in Times of Educational Plataformization

Abstract

The presence of digital platforms in basic education, intensified in the post-pandemic context, has transformed pedagogical practices, school relationships, and modes of knowledge production. This article seeks to analyze the impacts of school platformization on the teaching of philosophy, considering especially its effects on teacher autonomy, the critical formation of students, and the philosophical experience. The article aims to discuss how algorithmic logic, surveillance capitalism, and the mechanisms of digital algorithmic governmentality reconfigure pedagogical practices, affect teacher and student autonomy, and impose limits on the development of critical thinking, while also discussing possibilities for the emancipatory use of digital technologies in philosophical education. The concepts of network society, surveillance capitalism, algorithmic governmentality, and the society of fatigue will be presented in an attempt to understand the coexistence between devices that expand access and control. It is argued that, although these technologies offer multimodal resources and new possibilities for interaction, they also subject teaching to logics of standardization, monitoring, and performance measurement, creating tension in important elements of philosophical practice. It is concluded that reflecting on platformization in current times is fundamental to preserving the formative, emancipatory, and humanizing character of philosophy education.