Online teaching and learning: collateral damage during the pandemic

Abstract

The move to online classes had an impact beyond the gaps in school performance predicted by education specialists, with the loss of natural spaces for socialization and of certain routines linked to school attendance that have triggered disruptive behaviors. On the other hand, the technologization required for the new schooling has implied a growing datafication of education that undoubtedly has repercussions 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 neuroinformatics. This invasion of automated surveillance also brings with it the disappearance of the inner space of the self, a space necessary for self-awareness and the optimal configuration of the relationship with others, a problem 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 self. An identity in which there is no interiority and which locks individuals in a data prison against which, according to the author, the only weapon is historical study, which allows us to understand the threats of technologization through knowledge, or rather, through the interiorization of the past.