<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-2872</journal-id>
<journal-title><![CDATA[Revista iberoamericana de educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. iberoam. educ. super]]></abbrev-journal-title>
<issn>2007-2872</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-28722022000200003</article-id>
<article-id pub-id-type="doi">10.22201/iisue.20072872e.2022.37.1301</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Enseñanza y aprendizaje en línea: daños colaterales durante la pandemia]]></article-title>
<article-title xml:lang="pt"><![CDATA[Ensino e aprendizagem remotos: danos colaterais durante a pandemia]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching and learning online: collateral damage during the pandemic]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinar]]></surname>
<given-names><![CDATA[William]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,The University of British Columbia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Canada</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>13</volume>
<numero>37</numero>
<fpage>3</fpage>
<lpage>17</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-28722022000200003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-28722022000200003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-28722022000200003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El paso a las clases online tuvo un impacto más allá de las brechas de rendimiento escolar previstas por los especialistas en educación, con la pérdida de espacios naturales de socialización y de ciertas rutinas vinculadas a la asistencia a la escuela que han desencadenado conductas disruptivas. Por otro lado, la tecnologización requerida para la nueva escolarización ha implicado una creciente dataficación de la educación que sin duda repercute en el control ideológico impuesto por el tecnoestado, gracias a la implementación de software diseñado para el monitoreo en tiempo real de los estudiantes y su afán colateral de intervenir en el estado de ánimo, gracias a los avances en neuroinformática. Esta invasión de la vigilancia automatizada trae consigo también la desaparición del espacio interior del yo, un espacio necesario para la autoconciencia y la configuración óptima de la relación con los demás, a lo que hay que añadir el predominio de la identidad llamada &#8220;profilicidad&#8221; (la asunción de una identidad a través de relatos públicos de uno mismo) que, sin ser sincera ni auténtica, se explaya en los espacios virtuales del yo, un espacio necesario para la autoconciencia y la configuración óptima de la relación con los demás, Una identidad en la que no existe la interioridad y que encierra a los individuos en una cárcel de datos contra la que, según el autor, la única arma es el estudio histórico, que permite comprender las amenazas de la tecnologización a través del conocimiento, o mejor dicho, de la interiorización del pasado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O passo às aulas teve um impacto além das brechas de rendimento escolar previstas pelos especialistas em educação, com a perda de espaços naturais de socialização e de certas rotinas vinculadas à presença na escola que tem desencadeado condutas disruptivas. Por outro lado, a aplicação de tecnologia requerida para a nova escolarização tem implicado uma crescente dataficação da educação que sem dúvida repercute no controle ideológico imposto pelo tecno-estado, graças à implementação de software desenhado para monitorar em tempo real os estudantes e seu afã colateral de intervir no estado de ânimo, graças aos avances em neuro-informática. Esta invasão da vigilância automatizada traz consigo também a desaparição do espaço interior do eu, um espaço necessário para a autoconsciência e a configuração ótima da relação com os outros, ao que há que agregar o predomínio da identidade chamada &#8220;profilicidade&#8221; (a assunção de uma identidade através de relatos públicos de si mesmo), que, sem ser sincera nem autêntica, se espalha nos espaços virtuais do eu, um espaço necessário para a autoconsciência e a configuração ótima da relação com os outros. Uma identidade na que não existe a interioridade, que fecha os indivíduos numa prisão de dados contra a que, segundo o autor, a única arma é o estudo histórico, que permite compreender as ameaças da tecnologização através do conhecimento, ou melhor dizendo, da interiorização do passado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Moving to online classes had an impact beyond the school achievement gaps predicted by education specialists, with the loss of natural socialization spaces and certain routines linked to school attendance that have triggered disruptive behaviors. On the other hand, the technologization required for the new schooling has implied an increasing datafication of education that has undoubtedly an impact on the ideological control imposed by the techno-state, thanks to the implementation of software designed for real-time monitoring of students and its collateral eagerness to intervene in the state of mind, thanks to advances in neurocomputing. This invasion of automated surveillance also brings with it a disappearance of the inner space of the self, a space necessary for self-awareness and the optimal configuration of the relationship with others, to which must be added the predominance of the identity called &#8220;profilicity&#8221; (the assumption of an identity through public accounts of oneself), which, without being sincere or authentic, is explored in the virtual spaces of the &#8220;I&#8221;, a space necessary for self-awareness and the optimal configuration of the relationship with others, This is an identity where interiority does not exist and which encloses individuals in a data prison against which, according to the author, the only weapon is historical study, which makes it possible to understand the threats of technologization through knowledge, or rather, the internalization of the past.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[clases online]]></kwd>
<kwd lng="es"><![CDATA[technologización]]></kwd>
<kwd lng="es"><![CDATA[control ideológico]]></kwd>
<kwd lng="es"><![CDATA[dataficación]]></kwd>
<kwd lng="es"><![CDATA[método Currere]]></kwd>
<kwd lng="pt"><![CDATA[ensinar online]]></kwd>
<kwd lng="pt"><![CDATA[tecnologização]]></kwd>
<kwd lng="pt"><![CDATA[controle ideológico]]></kwd>
<kwd lng="pt"><![CDATA[profilicidade]]></kwd>
<kwd lng="pt"><![CDATA[método Currere]]></kwd>
<kwd lng="en"><![CDATA[online teaching]]></kwd>
<kwd lng="en"><![CDATA[technologization]]></kwd>
<kwd lng="en"><![CDATA[ideological control]]></kwd>
<kwd lng="en"><![CDATA[profilicity]]></kwd>
<kwd lng="en"><![CDATA[Currere method]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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