Capital cultural e tecnologias digitais: novas formas de inclusão/exclusão social

Abstract

The mandatory integration of digital technologies into secondary education, frequently approached through the lens of technical neutrality, conceals complex dynamics of social reproduction. This dissertation, developed in a multipaper format, aims to analyze how cultural capital and disparities in technological infrastructure condition the appropriation of cyberspace by students from different socioeconomic backgrounds. The theoretical-methodological framework articulates the Sociology of Reproduction, Historical-Critical Pedagogy, and the Critical Theory of Technology to ground a qualitative approach that integrates a theoretical essay, a comparative multiple case study, and action research. The results are structured around the progression of three interconnected axes. The first axis (Article 1) establishes an epistemological tension, outlining the concept of Prompt Capital and proposing the Pedagogy of Sociotechnical Translation as pathways to transcend instrumental use toward intellectual sovereignty. The second empirical axis (Article 2), underpinned by Content Analysis, reveals a deep chasm of cultural repertoires: while the private school context operates a curation that ensures the Digital Sovereignty of the elite, the public system endures a structural neglect that traps students within Digital Subservience. The third axis materializes in the Educational Product, a dialogically constructed video documentary that serves as a critical device to unveil inequalities in technological appropriation and the severe mismatch between the National Common Curricular Base (BNCC) Computing guidelines and the material precariousness of schools in Minas Gerais. It is concluded that confronting sociotechnical exclusion requires safeguarding the living infrastructure of education, demanding that the school reject instrumental neutrality and assume the intentional direction of critical literacy, thereby converting technology into an effective instrument of intellectual emancipation.