Lifelong learning in the face of mediatization

Education interfaces in Brazil and the role of big tech in human and social rights

Abstract

This article aims to investigate the impacts of mediatization and the performance of big techs on the context of lifelong learning as a fundamental human right. The analysis starts from the growing presence of digital technologies in everyday life and their ambiguous effects: while they facilitate access to information, they also generate risks to mental health, intellectual autonomy and educational equity. The text brings in its discussions the public policies that regulate the use of mobile devices in schools, evidencing the need for a pedagogical and conscious use of technology, portrays inequalities, addresses stagnant school performance data and the role of digital media and artificial intelligence in the educational context. The research was based on a bibliographic and documentary review, with theoretical support from authors such as Paulo Freire, Piaget, Vygotsky, Castells and Bucci, where it was possible to identify that the challenge is not in the technology itself, but in the human and social relations that shape its use, requiring a critical and transformative digital education.