TECHNOLOGIES, POWER AND EDUCATION: DIGITAL LITERACY AS AN ARENA OF HEGEMONIC DISPUTE AND CULTURAL CAPITAL

Abstract

The increasing digitalization of society intensifies educational and social inequalities, particularly in access to and critical use of technologies. This article analyzes digital literacy as a social practice and formative dimension crossed by hegemonic disputes, articulating it with the categories of cultural capital (Bourdieu) and hegemony (Gramsci). Based on historical-dialectical materialism, the study uses the National Common Curricular Base (BNCC, 2018) as its corpus and seeks to understand how neoliberal logic is expressed in its formulations, especially in the general competence related to digital culture. The documentary analysis, organized into three categories (instrumentalization of technologies, critical dimension and digital equity), is compared with the 2022 Computing Complement to the BNCC as a counterpoint. The results indicate that the BNCC reduces digital literacy to a set of technical skills, without including the critical and social dimension of technology use. It concludes by emphasizing the need for a critical and emancipatory curricular approach that ensures digital equity and promotes citizenship within the school context.