In the context of accelerated digitization of education, most public schools are using commercial digital platforms such as Google or Microsoft. This phenomenon, intensified during the COVID-19 pandemic, needs to be understood and analyzed by different perspectives and actors to find answers that allow for more sensible and secure use of these tools in educational contexts. In this scenario, this article explores the narratives on the protection of the privacy of users of digital platforms in schools and the protection of children's rights by the main actors in the educational field. The qualitative study is based on 14 interviews with key informants and analyzes their positions and statements concerning the use of commercial digital platforms in schools, the management of data, children's rights and the right to privacy. The results of this research shed light on the discursive tensions between the different educational actors around the entry of digital platforms of technological corporations in public schools.
|Translated title of the contribution||Technological corporations, digital platforms and privacy: comparing the discourses about the entry of BigTech in public education|
|Number of pages||19|
|Journal||Revista Espanola de Educacion Comparada|
|Publication status||Published - 2023|
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