FROM THE DISCIPLINARY SCHOOL TO THE DATAFICATED SCHOOL - A GENEALOGY OF SCHOOL CONTROL AND ITS RECONFIGURATIONS

Abstract

This article sought to analyze the historical shift from the disciplinary school to the datafied school, examining how discipline persists in contemporary education under new technical guises. The main objective was to highlight that, despite the discourse of innovation, classic surveillance devices such as examination, classification, and normalization remain operational, now reconfigured through technical artifacts. The methodology adopted was qualitative, with a theoretical-critical approach, supported by a literature review and a genealogical reconstruction of school mechanisms. It began with the understanding of the school as a technopolitical device, linking the emergence of disciplinary power in modernity to its current developments. The results indicate that this regime does not dissolve the disciplinary, but rather intensifies it, shifting control from spatial confinement to data capture, expanding governance over behaviors and turning academic performance into an index of value. The conclusion is that the digital school deepens the creation of adjusted subjectivities, leaving education as a field of contestation, in which the use of technique can still be contested and formative possibilities oriented by autonomy can be reopened.