Capitalismo de vigilancia y la reconfiguración del currículo educativo: Un análisis crítico desde la psicopolítica y la gobernanza algorítmica

The article shows how surveillance capitalism changes the school curriculum, shifting from biopolitics that disciplines the body to psychopolitics that seduces and surveils the mind. With Zuboff (2015, 2020), it is explained how educational technologies (EdTech) extract the "behavioral surplus" from students through the Big Other, turn the pedagogical experience into predictive products, and violate the right to refuge and future time. With Han (2012, 2014a), the traditional panopticon of Foucault (2008) is contrasted with governance based on gamification, performance, and voluntary self-exposure. Vega Riaño (2026), using Varian's theory, proposes the "Curricular Datification Model" in four phases: data extraction, algorithmic contractual monitoring, alienating personalization with filter bubbles, and continuous A/B behavioral experimentation. It is important to highlight what Lancho Bances and Azurmendi (2023) state; they assert that algorithmic governance shapes critical judgment toward artificial consensuses (Nash equilibrium). Douthat (2021) and Dreher (2021) warn about institutional sclerosis that succumbs to a soft totalitarianism of "technological treats." The author ultimately concludes that a "third enlightenment" is necessary, one that pedagogically refutes dataism, reclaiming the figure of the "idiot" (Han; Deleuze) as an act of resistance, that singularity which maintains doubt, privacy, and the incalculable dimension of free thought in the face of predictive certainty.