Digital transformation in education: discourse on teaching for the future in educational references

This study compares the discourses of Brazilian digital transformation policies with those of other types of national and global actors to identify their perspectives on teaching for the future. An exploratory study based on the method of Critical Discourse Analysis seeks answers to the research problem: how does the discourse of digital transformation disseminated by Brazilian public policies relate to that of other types of actors seeking to influence the educational agenda in terms of teaching for the future? The analysis shows how, more than discourses, the texts structure social practices, reaffirming socio-technical imaginaries elaborated by political networks of digital governance, which insert educational contexts into processes of digital privatization. In doing so, they make explicit the contradictions between the high expectations of digitizing education and the inequalities that persist in Brazil's socio-historical development, with the concern for basic digital skills permeating national discourses.