BETWEEN ALGORITHMS AND DISCOURSES: READING, AUTHORSHIP AND CRITICAL EDUCATION IN DIGITAL CULTURE

Abstract

This article analyzes the reconfigurations of reading and authorship practices in digital culture, focusing on the algorithmic mediation of platforms and its implications for critical education in schools. It is based on the assumption that such practices are not neutral, but constituted under historical, discursive and, in contemporary contexts, also technological conditions. The research problem seeks to understand how algorithms and digital platforms reorganize ways of reading and producing texts, and what challenges this poses to the educational field. The study is grounded in discourse analysis and studies on digital culture and platformization, drawing on authors such as Pêcheux, Bakhtin and Maingueneau, as well as contemporary research in digital education. It argues that algorithmic mediation conditions the visibility, circulation and production of discourses, influencing meaning-making processes and reshaping traditional notions of authorship. In the educational context, it highlights that the incorporation of digital technologies, when guided by an instrumental perspective, tends to reproduce platform logics. The study concludes that critical education in digital culture requires schools to problematize algorithmic mediation, fostering an understanding of the relationships between language, technology and power.