Bibliographic Details
| Title: |
Criptogobernanza educativa y comunicación algorítmica en la era blockchain. |
| Alternate Title: |
Educational Cryptogovernance and Algorithmic Communication in Blockchain Era. |
| Authors: |
Bustelo Gracia, José Luis1 jbustelo@eserp.com |
| Source: |
Comunicar. ene2026, Vol. 34 Issue 84, p155-168. 14p. |
| Subject Terms: |
*Confidence, *Digital communications, Blockchains, Decentralization in government, Critical discourse analysis, Digital technology |
| Abstract (English): |
This study offers a critical analysis of institutional and academic discourses that advocate for educational cryptogovernance within the broader context of increasing digitalization and the adoption of blockchain technologies. Rather than endorsing the direct implementation of such technologies, the aim is to develop a critical understanding of their discursive foundations and pedagogical implications. The primary objective is to identify the narrative frameworks that legitimize these infrastructures as viable solutions to challenges in educational governance. To this end, a qualitative methodology grounded in critical discourse analysis is employed, focusing on a corpus of 40 strategic and academic documents published between 2015 and 2025. The findings reveal the consolidation of a dominant narrative built around trust, transparency, accountability, and decentralization. However, the analysis also highlights significant concerns regarding the automation of decision-making without contextual deliberation, and the potential marginalization of teacher judgment and institutional equity. The study concludes that cryptogovernance should be understood as a technopolitical project that must be examined through ethical and deliberative pedagogical frameworks, in which technology complements—rather than replaces—the principles of democratic education. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
El presente estudio analiza críticamente los discursos institucionales y académicos que promueven la criptogobernanza en la educación formal, en un contexto de creciente digitalización y adopción de tecnologías blockchain. No se propone la implementación directa de estas tecnologías, sino la comprensión crítica de sus fundamentos discursivos y sus implicaciones pedagógicas. El objetivo es identificar los marcos narrativos que legitiman estas infraestructuras como soluciones a los desafíos de gobernanza educativa. Para ello, se aplica una metodología cualitativa basada en el análisis crítico del discurso, sobre un corpus compuesto por 40 documentos estratégicos y académicos (2015–2025). El análisis revela la consolidación de un relato dominante centrado en la fiabilidad, la transparencia, la rendición de cuentas y la descentralización, pero advierte sobre la automatización de decisiones sin deliberación contextual, y la posible invisibilización del juicio docente y la equidad institucional. Se concluye que la criptogobernanza constituye un proyecto tecnopolítico que debe analizarse desde marcos pedagógicos éticos y deliberativos, donde la tecnología complemente y no sustituya los principios de una educación democrática. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
