LEARNING PLATFORMIZATION AND SCREEN PROTAGONISM IN PEDAGOGICAL PRACTICES

Abstract

The educational policies and practices of intervention in the pandemic and post-pandemic context start to privilege the educational process with a focus on digital platforms and the personalization of learning in networks. The objective of the article is to present the role of digital platforms (nonhuman actors) and consequently of the screen in pedagogical practices, from the perspective of teachers and technical-pedagogical (human actors) of the State Education Network of Paraíba, identifying the actors that constitute learning infrastructures and mainly pedagogical practices. Using quantitative and qualitative exploratory, descriptive and analytical research, the data presented were collected using the Google Forms tool, through a multi-thematic questionnaire. The research universe covered 19,473 effective teachers and service providers in the period from December 9 to 21, 2021. We conclude that in addition to the debates, theories and methods of Distance Learning or Online Education, it is necessary to reinvent teaching-learning processes by through (nonhuman) platforms, radically altering the ways of researching, teaching, producing and disseminating knowledge. Pedagogical practices instituted by digital platforms are activities with which human and non-human agents work together, entangled, interacting and forming alliances and bonds, based on certain instituted and organized activities. Although underutilized in its educational potential, the use of digital platforms brought the perception that it is not possible to think of an education that excludes the internet and digital technologies.