{"id":20767,"date":"2024-10-17T09:26:20","date_gmt":"2024-10-17T07:26:20","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=20767"},"modified":"2024-10-26T17:23:24","modified_gmt":"2024-10-26T15:23:24","slug":"leconomia-de-dades-assetja-lescola","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/leconomia-de-dades-assetja-lescola\/","title":{"rendered":"L’economia de dades assetja l’escola"},"content":{"rendered":"

L’economia de dades assetja l’escola<\/h1>\n
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Shawn Suttle. \/ Pixabay<\/figcaption><\/figure>\n

Llic\u00e8ncia Creative Commons<\/a><\/p>\n

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 <\/p>\n

Jon Bustillo<\/strong><\/p>\n

 <\/p>\n

Les grans companyies tecnol\u00f2giques ja fa un cert temps que van descobrir el valor de les dades personals<\/strong>, creant el que avui es coneix com \u201cl’economia de dades\u201d. Saber en tot moment qu\u00e8 fa, on \u00e9s, qu\u00e8 compra, qu\u00e8 visita, qu\u00e8 sent, qu\u00e8 preocupa cada persona, s’ha convertit en el tresor m\u00e9s preuat i, per aix\u00f2, no s’escatima en recursos. Milion\u00e0ries inversions que pretenen continuar aprofundint en el coneixement del que passa a la vida de les persones i que, pel que sembla, continuen sent molt rendibles. Darrere d’aix\u00f2, hi ha tota una ind\u00fastria de compravenda de dades<\/strong> on ens sorprendr\u00edem com podrien ser d’exhaustives les informacions que, sobre cadascun de nosaltres, s\u00f3n capaces d’aportar aquestes companyies. I \u00e9s que, al nostre dia a dia, no deixem de generar m\u00e9s i m\u00e9s dades a trav\u00e9s dels dispositius m\u00f2bils, els seus sistemes operatius i les xarxes de comunicaci\u00f3. Una font d’informaci\u00f3 inesgotable que, unida a la pot\u00e8ncia de c\u00e0lcul dels sistemes m\u00e9s complexos de computaci\u00f3, \u00e9s capa\u00e7 d’identificar cada subjecte, obtenir patrons de conducta per segments i identificar perfils socioecon\u00f2mics que permeten a les empreses adequar tant els serveis com els preus a cada persona. Parlem de la comunicaci\u00f3 personalitzada<\/strong>, una nova forma de condicionar a les persones, oferint a cada persona all\u00f2 que vol escoltar, sigui o no cert, i creant una mena de \u201cecho chamber<\/em>\u201d (Peirano, 2019).<\/p>\n

L’escola no \u00e9s pas aliena a aquesta realitat<\/strong> i, des de la incorporaci\u00f3 de les TIC a les aules, s’ha obert una nova finestra perqu\u00e8 els voltors de les dades segueixin coneixent-nos cada vegada millor. Fem un petit exercici de com seria aquesta aportaci\u00f3 desinteressada a l\u2019economia de dades. Suposem una escola d’educaci\u00f3 prim\u00e0ria (desgraciadament tamb\u00e9 es podria fer amb centres d’infantil) que, en una apoteosi d’innovaci\u00f3 i modernitat, incorpora l’\u00fas de Chromebooks<\/em><\/strong>[i]<\/a> o, si es vol, els serveis gratu\u00efts de Google en el dia a dia de les classes . Recursos educatius que, a trav\u00e9s de la xarxa wi-fi del centre, permeten accedir a gaireb\u00e9 qualsevol informaci\u00f3 i paral\u00b7lelament envien a les companyies tecnol\u00f2giques tota la informaci\u00f3 relativa a l’\u00fas de la tecnologia, tant del maquinari com dels programes que s’utilitzen per part de cada usuari registrat. All\u00e0 anirien, sense gaire esfor\u00e7, informacions relatives a l’historial de les cerques i navegaci\u00f3, la velocitat d’escriptura, el temps mitj\u00e0 de lectura, els treballs realitzats…<\/strong> i d’altres que no s\u00f3n tan evidents per\u00f2 que tamb\u00e9 s\u00f3n d’inter\u00e8s per a la ind\u00fastria de les dades (Rodr\u00edguez Prieto, 2023). Aix\u00f2 a l’entorn de l’aula, per\u00f2 quan l’alumnat es torna a connectar, identificant-se a casa (b\u00e9 a trav\u00e9s de l’equip de l’escola o des de qualsevol altre dispositiu), les companyies tecnol\u00f2giques s\u00f3n capaces d’obtenir tota una cascada de informacions relatives a les condicions econ\u00f2miques, familiars i socials que s’associen a aquest estudiant. Aix\u00ed, quan es comparteix al domicili la xarxa wi-fi a qu\u00e8 es connecten tots els dispositius m\u00f2bils de la casa, l’usuari registrat als diferents serveis educatius que s’impulsen des de l’escola, s’incorpora al torrent de dades que, amablement cedim de forma gratu\u00efta a les grans companyies tecnol\u00f2giques i que aquestes podran analitzar per obtenir nous patrons (O’Neil, 2017).<\/p>\n

Informacions que no nom\u00e9s s’ajunten a les generades dins de la xarxa sense fil dom\u00e8stica, sin\u00f3 que tamb\u00e9 s’associen a les generades per tots els dispositius m\u00f2bils (sobre qualsevol punt de connexi\u00f3) que les companyies tecnol\u00f2giques ja tenen degudament identificats. Companyies com Google, Apple, Telef\u00f3nica o Samsung poden identificar com s\u00f3n les fam\u00edlies dels escolars i quins s\u00f3n els seus integrants<\/strong>. Com a m\u00ednim, coneixen el tipus de dispositius que usen, cada quant els renoven, temps de connexi\u00f3 i desconnexi\u00f3, on viuen, qui conviuen, qu\u00e8 compren i on, nivell de despesa, amb qui es relacionen, si van de vacances (quan i a on ), l’historial m\u00e8dic,\u2026 fins i tot qui voten. Tal com indica V\u00e9liz (2021), \u201cEl poder de les companyies tecnol\u00f2giques es forma, per una banda, a partir de la possessi\u00f3 d’un control exclusiu sobre les nostres dades i, de l’altra, per la seva capacitat de preveure tots els nostres moviments; que, alhora, els brinda m\u00faltiples oportunitats d’influir en la nostra conducta i de vendre aquesta influ\u00e8ncia a altres, governs inclosos<\/em>\u201d. Massa poder en mans d’empreses privades que estan desitjoses d’incorporar les dades m\u00e9s \u00edntimes de l’exercici escolar dels m\u00e9s petits de casa. Un preu massa alt que l’administraci\u00f3 educativa, en comptes d’evitar, generalitza a trav\u00e9s dels m\u00faltiples contractes<\/strong> que realitza amb aquestes companyies.<\/p>\n

Algunes associacions familiars ja s’han manifestat contra aquesta situaci\u00f3<\/strong>, per\u00f2 les administracions educatives miren cap a l\u2019altre costat i, en nom de la innovaci\u00f3 i la compet\u00e8ncia digital, segueixen engreixant el mercat de les dades, en aquesta ocasi\u00f3 referides a persones menors d’edat que aniran deixant un suc\u00f3s rastre del seu exercici escolar que nom\u00e9s estar\u00e0 a disposici\u00f3 de les grans companyies tecnol\u00f2giques.<\/p>\n

Coincidint amb V\u00e9liz (2021), crec que no tot est\u00e0 perdut i, si des de l’administraci\u00f3 educativa s’impulsa, es podrien fer almenys dues q\u00fcestions b\u00e0siques; d’una banda, recuperar la incorporaci\u00f3 del maquinari i programari lliure a l’educaci\u00f3<\/strong> (Adell & Bernab\u00e9, 2007), limitant aix\u00ed la generaci\u00f3 i captaci\u00f3, per part d’empreses privades, de dades de l’alumnat en el seu exercici educatiu, assegurant aix\u00ed una navegaci\u00f3 per la xarxa el m\u00e9s an\u00f2nima possible. D’altra banda, caldria conscienciar els equips directius, el professorat, les fam\u00edlies i l’alumnat sobre la necessitat de preservar la privadesa de les nostres dades<\/strong>, mostrant les conseq\u00fc\u00e8ncies que ja estan afectant q\u00fcestions tan properes com les seleccions de personal, acc\u00e9s a cr\u00e8dits, preus personalitzats, assegurances o programes de viol\u00e8ncia de g\u00e8nere. Una injust\u00edcia nova per a aquelles persones que no es vegin afavorides per l’algoritme que va ser entrenat amb les nostres dades des de l’edat escolar.<\/p>\n

___<\/p>\n

[i]<\/a> https:\/\/edu.google.com\/intl\/ALL_es\/chromebooks\/overview\/<\/p>\n

\n
Bibliografia:<\/strong><\/h6>\n

Adell, J., & Bernab\u00e9, I. (2007). Software libre en educaci\u00f3n. Tecnolog\u00eda educativa. Madrid: McGraw-Hill<\/em>, 173-195. 173-195.<\/p>\n

O\u2019Neil, C. (2017). Armas de destrucci\u00f3n matem\u00e1tica: C\u00f3mo el bigdata aumenta la desigualdad y amenaza la democracia<\/em>. Capit\u00e1n Swing Libros.<\/p>\n

Peirano, M. (2019). El enemigo conoce el sistema: Manipulaci\u00f3n de ideas, personas e influencias despu\u00e9s de la econom\u00eda de la atenci\u00f3n<\/em>. Debate.<\/p>\n

Rodr\u00edguez Prieto, R. (2023). Menores, privacidad y derechos humanos en la escuela. El caso de Google workplace for education en Espa\u00f1a. DERECHOS Y LIBERTADES: Revista de Filosof\u00eda del Derecho y derechos humanos<\/em>, 50<\/em>, 199-224. https:\/\/doi.org\/10.20318\/dyl.2024.8240<\/p>\n

V\u00e9liz, C. (2021). Privacidad es poder: Datos, vigilancia y libertad en la era digital<\/em>. Penguin.<\/p>\n

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Font:\u00a0educational EVIDENCE<\/strong><\/p>\n

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