Na Educação Inclusiva, o Viés Algorítmico: reconhecimento facial em escolas públicas do Paraná

Abstract

The article investigates the relationship between inclusive education and the adoption of facial recognition in public schools in Paraná, highlighting the risks of this technology within a context of neoliberal policies that commodify education. The research, of a qualitative nature, is based on a literature review, a critical analysis of the report Facial Recognition in Public Schools of Paraná (2023), and official documents, focusing on the issue of algorithmic biases. The theoretical framework, grounded in Edgar Morin and studies on inclusive education through the lens of complexity, contributes to the discussion by emphasizing the interdependence between subjects, contexts, and knowledge. The results indicate that, although presented as a solution for management efficiency, the technology threatens privacy, diversity, and the very construction of inclusive education. The study concludes that, without regulation, community participation, and public debate, such systems tend to reinforce inequalities and undermine the ideals of equity in the school environment.