Numérisation de l'éducation des adultes et hyperbureaucratie
DOI :
https://doi.org/10.12795/CP.2025.i34.v1.02Mots-clés :
Éducation des adultes ; Gouvernance ; Plateformes numériques ; Bureaucratie ; Hyperbureaucratie ; Bureaucratie ; HyperbureaucratieRésumé
Cet essai problématise la numérisation de la gestion de l'éducation des adultes, qui englobe des éléments tels que l'apprentissage numérique, les applications technologiques pour l'enseignement et l'apprentissage, la gestion, l'évaluation, les plateformes électroniques de toutes sortes et les logiciels conçus pour faire entrer l'univers de l'éducation des adultes dans le monde numérique. En termes de gouvernance et de gestion, l'une des promesses de la numérisation est de réduire la bureaucratie. Les nouvelles organisations éducatives post-bureaucratiques offriraient plus de liberté, de flexibilité et de choix aux apprenants adultes. Cependant, ce scénario sera analysé sur la base d'une hypothèse de travail qui associe l'utilisation de machines numériques pour gouverner et organiser l'éducation des adultes à l'émergence de processus hautement rationalisés et formalisés, dans une interprétation basée sur la théorie wébérienne de la bureaucratie. Tout en admettant que la plateformisation de l'éducation des adultes recèle un potentiel démocratique, le texte se concentre sur les processus de domination numérique et d'autorité rationnelle-informative. La rationalité formelle a la capacité de produire des décisions algorithmiques, des formes de contrôle et de surveillance sans précédent, caractéristiques de ce que l'auteur appelle l'hyperbureaucratie. Le dilemme est que sans les processus de numérisation, nous ne pourrons guère progresser dans l'éducation des adultes comme dans d'autres domaines, mais avec eux, nous courons le risque de régresser en termes humains, démocratiques et émancipatoires.
Téléchargements
Références
Albrow, M. (1970). Bureaucracy. Macmillan.
Beetham, D. (1988). A burocracia. Editorial Estampa.
Catalão A. P., & Pires, C. A. (2020). As plataformas informáticas como instrumentos de regulação da organização e gestão escolar. Revista Portuguesa de Investigação Educacional, nº. especial, 85-110.
https://doi.org/10.34632/investigacaoeducacional.2020.8502
Chubb, J. E., & Moe, T. M. (1990). Politics, markets and America’s schools. C. The Brookings Institution.
Clarke, J., & Newman, J. (1997). The managerial state. Power, politics and ideology in the remaking of social welfare. Sage.
Dellagnelo, E. L., & Machado-da-Silva, C. L. (2000). Novas formas organizacionais: onde se encontram as evidências empíricas de ruptura com o modelo burocrático de organização? Organizações & Sociedade, 7(19), 19-33. https://doi.org/10.1590/S1984-92302000000300002
European Union (2020). Digital education action plan, 2021-2027. Resetting education and training for the digital age. European Commission.
https://eur-lex.europa.eu/EN/legal-content/summary/digital-education-action-plan-2021-2027.html
Farrell, C., & Morris, J. (2003). The neo-bureaucratic state: Professionals, managers and professional managers in schools, general practitioners and social work. Organizations, 10(1), 129-156. https://doi.org/10.1177/1350508403010001380
Freire, P. (1967). Educação como prática da liberdade. Paz e Terra.
Freire, P. (1997). Política e educação (3.ª ed.). Cortez.
Gore, Al (Dir.) (1996). Da burocracia à eficácia. Reinventar a administração pública. Quetzal.
Gouldner, A. W. (1964). Patterns of industrial bureaucracy. A case study of modern factory administration. The Free Press.
Graeber, D. (2015). The utopia of rules: On technology, stupidity, and the secret joys of bureaucracy. Melville House.
Grimaldi, E., & Ball, S. J. (2020). Paradoxes of freedom. An archaelogical analysis of educational online platforms interfaces. Critical Studies in Education, 62 (1), 114-129. https://doi.org/10.1080/17508487.2020.1861043
Han, B.- C. (2015). Psicopolítica: neoliberalismo e novas técnicas de poder. Relógio D’Água.
Harris, M. (2001). Introducción a la antropología general. Alianza Editorial.
Hood, C. (1991). A public management for all seasons? Public Administration, 69, 3-19. https://eclass.uoa.gr/modules/document/file.php/PSPA108/4NMP%20all%20seasonsfulltext.pdf.
Kanger, T., & Kalenda, J. (2024). Platformisation and policy: towards digital governance of adult learning and education. In M. Milana, P. Rasmussen, & M. Bussi (Eds.), Research handbook on adult education policy (pp. 101-115). Edward Elgar.
Lane, J.- E. (2000). New public management. Routledge.
Lascoumes, P, & Le Galès, P. (2007). Introduction: Understanding public policy through its instruments: From the nature of instruments to the sociology of public policy instrumentation. Governance: An International Journal of Policy, Administration, and Institutions, 20(1), 1-26. https://doi.org/10.1111/j.1468-0491.2007.00342.x
Lima, L. C. (2012). Elementos de hiperburocratização da administração educacional. In C. Lucena, & J. R. Silva Júnior. (Orgs.), Trabalho e educação no século XXI: experiências internacionais (pp. 129-158). Xamã.
Lima, L. C., Sá, V., & Silva, G. (2020). A centralidade do (a) diretor(a) e as suas representações sobre o governo das escolas (pp. 19-69). In L. C. Lima, V. Sá, & L. L. Torres, L. L. (Orgs.), Diretores escolares em ação. Fundação Manuel Leão.
Milana, M., Brandi, U., Hodge, S., & Hoggan-Kloubert, T. (2024). Artificial intelligence (AI), conversational agents, and generative AI: implications for adult education practice and research. International Journal of Lifelong Education, 43(1), 1-7. https://doi.org/10.1080/02601370.2024.2310448
Mouzelis, N. P. (1975). Organisation and bureaucracy. An analysis of modern theories. Routledge & Kegan Paul.
OECD (2024). Recommendation of the council on artificial intelligence. OECD/LEGAL/0449.
https://legalinstruments.oecd.org/en/instruments/oecd-legal-0449
Osborne, D., & Gaebler, T. (1992). Reinventing government: How the entrepreneurial spirit is transforming the public sector. Plume.
Perrota, C., & Pangrazio, L. (2023). The critical study of digital platforms and infrastructures: current issues and new agendas for education technology research. Education Policy Analysis Archives, 31(131), 1-20. https://epaa.asu.edu/index.php/epaa/article/view/7952
Pollitt, Ch., & Bouckaert, G. (2011). Public management reform. Oxford University Press.
Ranson, S. (2016). Contesting the school reform in England: Contrasting modes of governance and accountability. Profesorado, 20(3), 53-85.
https://revistaseug.ugr.es/index.php/profesorado/article/view/18548
Salamon, L. M. (2002). The new governance and the tools of public action: An introduction. In L. M. Salamon (Ed.), The tools of government: A guide to the new governance (pp. 1-47). Oxford University Press.
Saura, G., Peroni, V., Pires, D., & Lima, P. (2024). Capitalismo na era digital: democracia, Estado e ideología. Revista Lusófona de Educação, 63, 137-152. https://doi.org/10.24140/issn.1645-7250.rle63.09
Schmoelz, A. (2023). Digital humanism, progressive neoliberalism and the European digital governance system for vocational and adult education. Journal of Adult and Continuing Education, 29(2), 735-759. https://doi.org/10.1177/14779714231161449
Selwyn, N. (2011). It’s all about standardisation. Exploring the digital (re)configuration of school management and administration. Cambridge Journal of Education, 41(4), 473-488. https://doi.org/10.1080/0305764X.2011.625003
Smyth, J. (2011). The disaster of the “self-managing school” – genesis, trajectory, undisclosed agenda, and effects. Journal of Educational Administration and History, 43(2), 95-117. https://doi.org/10.1080/00220620.2011.560253
Smythe, S. (2018). Adult learning in the control society: digital era governance, literacies of control, and the work of adult educators. Adult Education Quarterly, 68(3), 197-214. https://doi.org/10.1177/0741713618766645
Storey, V. A., & Wagner, A. (2024). Integrating Artificial Intelligence (AI) into adult education: opportunities, challenges, and future directions. International Journal of Adult Education and Technology, 15(1), 1-15. https://doi.org/10.4018/IJAET.345921
UNESCO (2019). Artificial intelligence in education: challenges and opportunities for sustainable development. https://unesdoc.unesco.org/ark:/48223/pf0000366994
Verger, A., & Normand, R. (2015). Nueva gestión pública y educación: elementos teóricos y conceptuales para el estudio de un modelo de reforma educativa global. Educação & Sociedade, 36(132), 599-622. https://doi.org/10.1590/ES0101-73302015152799
Weber, M. (1964). Economía y sociedad: esbozo de sociología comprensiva. Fondo de Cultura Económica.
Weber, M. (1983). A ética protestante e o espírito do capitalismo. Presença.
Williamson, B. (2016). Digital education governance: data visualization, predictive analytics, and ‘real-time’ policy instruments. Journal of Education Policy, 31(2), 123-141. https://doi.org/10.1080/02680939.2015.1035758
Zuboff, S. (2019). The age of surveillance capitalism: The fight for a human future at the new frontier of power. Profile Books.
Téléchargements
Publiée
Comment citer
Numéro
Rubrique
Licence
© Cuestiones Pedagógicas. Revista de Ciencias de la Educación 2025
Ce travail est disponible sous licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International.
Aquellos autores/as que tengan publicaciones con esta revista, aceptan los términos siguientes:
- Los autores/as conservarán sus derechos de autor y garantizarán a la revista el derecho de primera publicación de su obra, el cuál estará simultáneamente sujeto a la Licencia de reconocimiento de Creative Commons que permite a terceros compartir la obra siempre que se indique su autor y su primera publicación esta revista.
- Los autores/as podrán adoptar otros acuerdos de licencia no exclusiva de distribución de la versión de la obra publicada (p. ej.: depositarla en un archivo telemático institucional o publicarla en un volumen monográfico) siempre que se indique la publicación inicial en esta revista.
- Se permite y recomienda a los autores/as difundir su obra a través de Internet (p. ej.: en archivos telemáticos institucionales o en su página web) antes y durante el proceso de envío, lo cual puede producir intercambios interesantes y aumentar las citas de la obra publicada.
