DIGITAL HALLUCINATIONS IN THE CONTEXT OF PLATFORMED EDUCATION

Abstract

This theoretical essay aims to analyze the phenomenon of the platformization of education through the lens of the digital hallucinations produced by technological dystopias within the context of neoliberal rationality. Based on bibliographic and documentary research, and in dialogue with a Marxist perspective, the study argues that the proliferation of debates and projects related to educational platformization increasingly converges towards an intense regime of global knowledge control and techno-idealist hyper-regulation. This process generates what we term "digital hallucinations" in society and education. The paper contends that while technologies are fundamental constituents of human experience, the working class holds not only the right but also the ethical and historical duty to appropriate them critically. It concludes that, from a counter-hegemonic perspective aimed at human emancipation through forms of technological appropriation, human development combined with a project of democratized digital sovereignty emerges as a critical and territorialized alternative to "de-hallucinate" the platformization of education in contemporary society.