GLOBAL EDUCATION: QUALITIES AND APORIAS OF DIGITAL TECHNOLOGIES

Abstract

The integration of digital technologies and artificial intelligence into education, under the framework of Global Education and the 2030 Agenda, has become a structuring axis of 21st-century educational policies, but its implementation in unequal Brazilian contexts reveals persistent tensions between global quality standards and local realities of exclusion. In view of this, this article investigates to what extent such integration contributes to equity or reproduces inequalities, and what role critical teacher mediation and pedagogical governance play in tilting this tension towards social justice. The general objective is to analyze this relationship based on documented experiences at different levels of education. The research, with a qualitative approach and an analytical-interpretative nature, is based on bibliographic and documentary research (CELLARD A, 2012) and on categorical-thematic content analysis (BARDIN L, 2011). The theoretical framework articulates Global Education and global citizenship (UNESCO; Reimers; Morin), socio-interactionist mediation (Vygotsky), the critique of inequality and the epistemologies of the South (Freire; Santos; Bourdieu), and educational governance (Libâneo; Fullan). We start from the assumption that technology, by itself, does not determine inclusion or exclusion. It is critical teacher mediation, combined with pedagogical governance committed to equity, that decides between reproducing the logic of exclusion and promoting social justice.