Banca de QUALIFICAÇÃO: CAIO TAVARES CORTES

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : CAIO TAVARES CORTES
DATE: 04/12/2025
TIME: 13:30
LOCAL: https://meet.jit.si/liepe-2-2
TITLE:

Democracy or Algorithm? Technological Fetishism and the Edtech Siege of Brazilian Education

KEY WORDS:

Keywords: AI; EdTech; Technosolutionism; Technological fetishism;

PAGES: 78
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This dissertation, linked to the research line "Social Inequalities and Educational Policies" of the Postgraduate Program in Education at UFRRJ, conducts a critical analysis of the insertion of Artificial Intelligence (AI) technologies in Brazilian education, investigating its relationships with the precariousness of teaching work, the perpetuation of inequalities, and the neoliberal reconfiguration of teacher training. The study starts from the premise that AI is not a neutral artifact, but a phenomenon embedded in the dynamics of capitalism. Methodologically, the research articulates a systematic bibliographic review on the Sucupira Platform (2019-2023), analyzed through Critical Discourse Analysis, with a theoretical-conceptual research anchored in historical-dialectical materialism. The review identified three trends in national research: a solutionist perspective (majority), a critical approach (minority), and a conscious stance (intermediate), revealing a significant gap in research that articulates AI, teaching work, and structural inequalities – a gap that this thesis aims to fill. The investigation is developed along four main axes. First, it maps and critiques the majority discourse surrounding AI in education, demonstrating the predominance of a technocratic vision disconnected from the reality of schools. Second, it analyzes Generative Artificial Intelligences (such as ChatGPT) as algorithmic mediation technologies that deepen the precariousness of teaching work, transforming education into a commodity. Third, it dismantles the techno-solutionist narrative present in public policies such as the BNCC (National Common Core Curriculum), arguing that such initiatives, often in partnership with the private sector, neglect the precarious infrastructure of public schools and promote an "algorithm pedagogy" that replaces human mediation with automated control systems. Finally, it proposes an ethical-political counterpoint, inspired by Freirean pedagogy and free technologies, defending the possibility of a critical and emancipatory appropriation of AI, developed from the territories and in service of democratic and popular educational projects. It concludes that the insertion of AI in Brazilian education is less guided by a pedagogical project and more by a logic of commodification and control, deepening existing asymmetries. The dissertation, therefore, positions itself as a tool of critical resistance, offering resources so that educators and social movements can confront these trends and fight for a truly emancipatory public school.

COMMITTEE MEMBERS:
Presidente - 1941477 - RODRIGO DE AZEVEDO CRUZ LAMOSA
Interno - 2111255 - RODRIGO COUTINHO ANDRADE
Externo à Instituição - MARCO VINÍCIUS MOREIRA LAMARÃO - IFF