Educating against technofascism: in favor of Educational Digital Sovereignty
DOI:
https://doi.org/10.51896/easc.v4i1.1241Keywords:
Digital Sovereignty, Educational Policies, Technofascism, Artificial Intelligence, Community Participation, Digital DemocracyAbstract
Educational digitization seems as inevitable. This article shows how the adoption of algorithmic platforms and systems is displacing pedagogical autonomy and teaching capacity from school communities toward corporations and technofascist frameworks that impose a digitization prioritizing control, data extraction, and commercial ends over educational objectives. The aim is to offer a critical analysis of this process and propose strategies to recover educational autonomy and democracy in the digital sphere. The analysis identifies three main findings: structural dependence on private infrastructures with a libertarian-capitalist ideology that condition curriculum, assessment, and communication; erosion of students' privacy and digital identity through the mass collection of data for primarily commercial purposes; and reduction of teacher autonomy through metrics and automation that reorganize school practice through remote governance mechanisms. Complementary strategies are integrating digitization into the educational project, through decision-making, and the democratic participation of the educational community; strengthen critical capacities, both institutional, technical and pedagogical, to evaluate decision-making on the incorporation of Artificial Intelligence and digital communication in the educational process; and build alliances with administrations, universities and civil society to build public alternatives that guarantee democracy, transparency and digital rights.
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