Banca de DEFESA: AMANDA RODRIGUES

School Privatization, Digital Labor, and Platformization as Dimensions of the Renewal of the Business Pedagogy of the Roberto Marinho
Foundation

Keywords: innovation; professional education; platforms; Light in Education Movement

School education and workforce training have been inseparable pairs since capitalism became so complex that it required workers increasingly attuned to its accumulation demands. These synchronic movements occur during times of abundance, but especially during crises, moments that accelerates changes in the forms of accumulation and renew the hegemony of the dominant classes. The 2008 crisis was no different, and its consequences mobilized digital spaces as new frontiers of capital accumulation. In education, this translated into the more radical insertion of digital platforms, both to deepen the exploitation and control of teaching labor and to develop a workforce capable of being incorporated into the dynamics of digital labor. Combined with the impacts of the crisis, the COVID-19 pandemic represented an opportunity for widespread use of a wide range of Information and Communication Technologies, breaking down the objective and subjective barriers that still posed resistance. In this context, we have observed an unprecedented expansion of digital educational platforms produced by companies and startups that have found a vast, yet largely untapped, consumer market in public schools. The Roberto Marinho Foundation, a private apparatus of hegemony of fundamental importance in organizing intellectuals within its class, has been undergoing a reorganization of its activities, driven by the change in its institutional nature in 2022, ceasing to be a family foundation and becoming a private foundation, directly controlled by Grupo Globo. This new corporate character of FRM has resulted in a radical shift in its approach to society, which has expanded and demonstrated a much clearer privatization orientation. Thus, we endeavor to understand FRM's entrepreneurial shift
from the analytical perspective of dialectical historical materialism, from which we derive the three most fundamental categories of analysis presented in the title of this thesis: labor, privatization, and platformization. These categories represent the analytical compass of our work and provide the most structuring elements of this market repositioning. However, these approaches were unable to fully explore our topic, as they did not allow for a complete immersion in the content of this repositioning. Therefore, we turned to Laurence Bardin's Content Analysis, from which we extracted the main content categories of FRM's articles: innovation, professional education, and platforms. Thus, we were able to delve into our topic based on its theoretical materials as primary sources, available primarily on its website, but also identify a new project: the Light in Education Movement (LED). As a result, we found a profusion of new educational platforms aimed at students and teachers, but also at integrating youth into the digital job market. The LED Movement also serves as a catalyst for mapping educational projects in the country, on the one hand, and as a tool for expanding the market for its educational products, on the other.
Keywords: innovation; professional education; platforms; Light in Education Movement