Teacher GPS

Digital Prescription, Curriculum, and Digital Political Networks in Dispute

Abstract

This article investigates how guides, platforms, and digital programs linked to the National Common Curricular Base (BNCC) operate as strategies for prescribing teaching practices, producing meanings of quality and technology in the form of a “Digital Prescription.” By problematizing the concept of Teacher GPS, the aim is to understand these technologies as discursive devices that seek to guide, control, and orient pedagogical work, supported by a discourse of scientific evidence and educational governance. The study is grounded in a post-structuralist approach, engaging with Jacques Derrida (deconstruction and aporia), Stephen Ball (political networks), and Elizabeth Macedo (curriculum as cultural and discursive practice). The research mobilizes a documentary analysis of platforms, guides, and programs linked to the Ministry of Education and private partners, understood as Digital Political Networks, which shape a narrative of regulated, instrumental curriculum oriented by metrics. It is argued that such policies reinforce a prescriptive model that tends to reduce teaching to a previously mapped path, challenging the unpredictability, autonomy, and inventiveness of pedagogical work. Finally, the article advocates for a shift in technology from being merely a tool to being understood as a discursive practice, inseparable from the power dynamics and struggles of meaning that constitute the curriculum.