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A regulação digital da educação sob o prisma dos instrumentos : dinâmicas de conceção e apropriação do Escola 360
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A literatura de análise de políticas vem identificando e discutindo o papel crescente que o digital assume na intensificação de políticas e práticas dataficadas no setor da educação. Esta tese constitui como objeto de estudo um dispositivo digital desenvolvido no seio do Ministério da Educação, o Escola 360 (E360), uma plataforma web onde é mantido o processo individual de cada aluno desde a entrada no sistema educativo, que tem ao mesmo tempo funções de gestão de alunos nas escolas e de administração do sistema educativo ao nível das autoridades centrais.
Perspetivamos o E360 como instrumento de ação pública e propomo-nos compreender as suas dinâmicas de conceção e apropriação, nas suas dimensões cognitiva e normativa, e social, como analisadoras dos modos de regulação digital da educação. A investigação assume uma natureza qualitativa e interpretativa, sendo as suas fontes principais de natureza textual. Para o estudo das dinâmicas de conceção do E360 constituímos um corpus com documentos que nos dão acesso à produção discursiva sobre as tecnologias de informação na administração pública, realizámos inquéritos por entrevista a nove participantes na conceção do mesmo e observámos reuniões de equipa durante doze meses. Para o estudo das dinâmicas de apropriação, realizámos inquéritos por entrevista a doze atores escolares em escolas onde o E360 foi implementado. A análise dos dados é realizada com recurso à análise de conteúdo, inspirada nos contributos da análise do discurso sob a perspetiva da sociologia do conhecimento.
O estudo permite concluir que os processos de regulação digital da educação se caracterizam pela intensificação de um controlo hierárquico. Conjugadamente, a regulação digital da educação transporta uma visão prometeica das tecnologias de informação e a projeção de um futuro bem ordenado com recurso a instrumentos de governo digitais que desfragmentam a grelha de vigilância. Neste quadro, o E360 é perspetivado por todos os atores envolvidos como instrumento capaz de implementar uma ordem que não existe ainda no setor da educação. Mas o estudo mostra igualmente diversas manifestações do carácter complexo, imprevisível e inacabado da regulação digital: os processos decisionais são imprecisos e permeáveis aos acontecimentos do exterior; a desfragmentação gerada cria ângulos mortos na grelha de vigilância e abre espaços de refragmentação e autonomia; ao entrar em contacto com a realidade social, o instrumento digital é negociado no quadro de um complexo jogo de forças que inclui atores, objetos e conhecimentos; a regulação decorre no cruzamento entre diferentes setores sociais, permitindo a emergência de novos atores com influência junto das autoridades educativas, designadamente especialistas em sistemas de informação oriundos do setor privado. Assim, não se trata de uma linear e homogénea intensificação do controlo hierárquico, mas sim de um processo feito a muitas mãos, de vários modos e a diversos níveis – uma multirregulação digital da educação.
Policy analysis literature has been identifying and discussing the growing role of the digital in the intensification of datafied policies and practices in the education sector. This thesis establishes as object of study a digital device developed within the Ministry of Education, the Escola 360, a web platform where an individual file is kept for each student from the time of entrance in to the education system, that serves both school management and the administration of the education system. We look at E360 as an instrument of public action and our purpose is to understand its dynamics of design and development, and of appropriation, in both its cognitive-normative and social dimensions, as analysers of the digital governance of education. The research follows a qualitative and interpretative approach, and its main sources are of a textual nature. In order to study the dynamics of design and development, we created a corpus with documents that give us access to the discursive production on information technologies in public administration. We also carried out nine interviews and observed team meetings during twelve months. To study the dynamics of appropriation, we conducted interviews with twelve school actors in schools where E360 was implemented. Data analysis is performed using content analysis, inspired by the contributions of the sociology of knowledge approach to discourse analysis. The study allows us to conclude that the processes of digital education governance are characterised by the intensification of hierarchical control. Simultaneously, the digital education governance carries a Promethean vision of information technologies and the projection of a well-ordered future resorting to digital instruments that defragment the surveillance grid. In this framework, E360 is seen by all the actors involved as an instrument capable of implementing an order that does not yet exist in the education sector. But the study also shows several manifestations of the complex, unpredictable and unfinished nature of digital governance: the decision-making processes are imprecise and permeable to events from the outside; the defragmentation it generates creates blind spots in the surveillance grid and opens spaces for refragmentation and autonomy; when coming into contact with social reality, the digital instrument is negotiated in the framework of a complex play of forces, which includes actors, objects and knowledge; governance takes place at the intersection between different social sectors, allowing the emergence of new actors with influence close to education authorities, namely experts in information systems coming from the private sector. Thus, it is not a linear and homogeneous intensification of hierarchical control, but rather a process made by many hands, in various ways and at various levels - a digital multi-regulation of education.
Policy analysis literature has been identifying and discussing the growing role of the digital in the intensification of datafied policies and practices in the education sector. This thesis establishes as object of study a digital device developed within the Ministry of Education, the Escola 360, a web platform where an individual file is kept for each student from the time of entrance in to the education system, that serves both school management and the administration of the education system. We look at E360 as an instrument of public action and our purpose is to understand its dynamics of design and development, and of appropriation, in both its cognitive-normative and social dimensions, as analysers of the digital governance of education. The research follows a qualitative and interpretative approach, and its main sources are of a textual nature. In order to study the dynamics of design and development, we created a corpus with documents that give us access to the discursive production on information technologies in public administration. We also carried out nine interviews and observed team meetings during twelve months. To study the dynamics of appropriation, we conducted interviews with twelve school actors in schools where E360 was implemented. Data analysis is performed using content analysis, inspired by the contributions of the sociology of knowledge approach to discourse analysis. The study allows us to conclude that the processes of digital education governance are characterised by the intensification of hierarchical control. Simultaneously, the digital education governance carries a Promethean vision of information technologies and the projection of a well-ordered future resorting to digital instruments that defragment the surveillance grid. In this framework, E360 is seen by all the actors involved as an instrument capable of implementing an order that does not yet exist in the education sector. But the study also shows several manifestations of the complex, unpredictable and unfinished nature of digital governance: the decision-making processes are imprecise and permeable to events from the outside; the defragmentation it generates creates blind spots in the surveillance grid and opens spaces for refragmentation and autonomy; when coming into contact with social reality, the digital instrument is negotiated in the framework of a complex play of forces, which includes actors, objects and knowledge; governance takes place at the intersection between different social sectors, allowing the emergence of new actors with influence close to education authorities, namely experts in information systems coming from the private sector. Thus, it is not a linear and homogeneous intensification of hierarchical control, but rather a process made by many hands, in various ways and at various levels - a digital multi-regulation of education.
Descrição
Palavras-chave
administração da educação dispositivo digital Escola 360 instrumento de ação pública regulação digital da educação administration of education digital education governance digital dispositive instrument of public action Teses de doutoramento - 2022