When code governs learning: Algorithmic mediation, ethics of knowledge, and cognitive justice in the curriculum

Mediação algorítmica, ética do conhecimento e justiça cognitiva no currículo

Abstract

This article examines how the platformization of education and algorithmic mediation are reshaping the school curriculum by shifting pedagogical decisions toward data architectures that define what becomes visible, assessable, and teachable. From a philosophical-educational perspective, we argue that the “governance of learning” through metrics, recommender systems, and performance dashboards is not neutral: it establishes regimes of truth about what counts as learning, organizes curricular priorities, and may widen inequalities by privileging what is measurable, standardizable, and comparable. Methodologically, this is a qualitative theoretical-documentary study based on the critical analysis of public normative frameworks and policy guidelines related to curriculum, assessment, and educational technology, articulated with a literature review on the ethics of knowledge and cognitive justice. The discussion highlights four key movements: (i) the translation of curriculum into data and indicators; (ii) decision opacity and the naturalization of algorithmic criteria; (iii) the standardization of learning rhythms and trajectories; and (iv) tensions around teacher autonomy and epistemic plurality. As a contribution, we propose a set of criteria for an ethical agenda in educational technology—transparency, explainability, pedagogical relevance, rights protection, and a commitment to the diversity of knowledges—repositioning the curriculum as a public practice oriented by cognitive justice.