Pedagogical Innovation and Platformization of Teaching: critical notes
DOI:
https://doi.org/10.26512/lc30202452577Keywords:
Educational innovations, Teaching profession, Critical Theory of SocietyAbstract
The logic of algorithmic digital technology has permeated the educational field, intensifying ties, networks, and connections. Under this dynamic, we hypothesize that the intensification of digital technology, in its proposal of innovation and platform-based modulation, shakes and impacts teaching work, revealing shifts in pedagogical relationships between teachers and students. Through analytical bibliographic research, we aim to reflect on whether the platformization of teaching can signify pedagogical innovation. Thus, the results of the analyses of the object's immanence evidence a predilection for the emptying of meaning of its pretensions, since they are manifested in contradiction. Thus, we conclude that innovation and platformization fall into the opposite of disruptive opportunities due to the practices of digital educational training.
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Copyright (c) 2024 Juliana Rossi Duci, Luiz Roberto Gomes
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