A educação midiática e o discurso neoliberal nas plataformas digitais educacionais de formação docente de língua portuguesa

Abstract

This dissertation examines how the Brazilian educational digital platforms EducaMídia and Escolas Conectadas construct Media Education within a broader field structured by neoliberal rationality. Drawing on Michel Foucault’s concepts of archive, veridiction, tékhne, and parrhesia, I analyze how these platforms position themselves as legitimate authorities in the training of Portuguese Language teachers in Basic Education, thereby displacing the public university from its historically established role in teacher formation. The corpus is constituted, in Foucauldian terms, as an archive comprising EdTech mapping reports, national guidelines and regulatory documents issued by the Ministry of Education (MEC), editorials and institutional materials produced by the platforms, and technical notes from INEP concerning the acquisition of digital devices and internet access in Brazilian public schools. This archive enables an examination of the ongoing platformization of Basic Education, with particular attention to its epistemic claims, economic investments, and institutional entanglements. I argue that the consolidation of platform-based Media Education is closely linked to increased investment in educational startups and to policy decisions by MEC that favor digital mediation and competency-based frameworks. Through a discourse-analytic reading informed by Christian Laval and Pierre Dardot’s account of neoliberal governmentality, I demonstrate how the platforms mobilize tékhne as a regime of technical expertise that produces pedagogical “enchantment” through design, usability, and apparent efficiency. Simultaneously, their short-term training formats and modular courses reproduce neoliberal logics of flexibilization, responsibilization, and market-oriented accountability, thereby legitimizing public expenditures at the municipal, state, and federal levels that sustain the infrastructure of platformization. Pedagogically, I show that the lesson plans, workshops, and training modules offered by these platforms are characterized by the absence of explicit bibliographic grounding, the lack of articulated methodological frameworks, and a marked superficiality in their treatment of multimodal and journalistic-media genres. These genres are objectified and didacticized in ways that reduce their discursive complexity. I contend that this configuration functions as a mechanism of subjection—what Foucault conceptualizes as a process of minoritization—through which teachers are incorporated into platform-dependent forms of professional practice.