The advances of (digital) capitalism in the 21st century and education

Abstract

Three epistemic-methodological approaches to the construction and use of technologies (hardware and software) underpin social theories and practices at the beginning of the 21st century. The first approach is characterized by the process of coding various technical objects through the development of notations, via algorithms, metadata, diagrams and computational models; the second, by the labeling of entities and movements of these entities, both animate and inanimate, so that they are more easily identifiable; and third, by the production of large amounts of data about everything that happens on Earth, transforming said data into inputs for the production of capital. From this context, this work is inserted as a theoretical activity, based on bibliographic sources, constructing an overview of the interrelations between Education and society regarding the uses of technologies, discussing the technical rationalities supported by the ideas of code construction, to carry out the various activities that are also developed by humans; of the organization of artificial memories, giving rise to the appropriation of enormous amounts of data by large transnational companies; the cataloging of all existing entities on Earth, resulting in new forms of sociability and, consequently, new ways of thinking and doing Education. The results of theoretical analysis indicate the need to carry out studies and practices in Education linked to the understanding of the modes of existence (actions and meanings) produced by the technical rationality that affects the way humans carry out sociability at the beginning of the 21st century.