The Government of Territory vs. Digital Governance: A Foucaultian Analysis of Intercultural Indigenous Teacher Education in the Brazilian Legal Amazon (2005-2024)

Abstract

This study investigates the configuration of digital technologies within the Pedagogical Course Projects (PPCs) of nine Intercultural Indigenous Licentiate degrees in the Brazilian Legal Amazon, established between 2005 and 2024. While global educational trends emphasize a "digital turn," these curricula reveal a persistent "digital silence," where technology-related subjects account for less than 2% of the total workload. Using a Foucaultian theoretical framework, specifically the concepts of power-knowledge and governmentality, the research analyzes whether this absence represents a technical gap or a deliberate "technology of resistance." The methodology consists of a comparative documentary analysis of PPCs from federal and state universities. Findings demonstrate a shift from basic computer literacy in 2008 to a more critical, decolonial appropriation of media in 2025. However, the curricula remain centered on "Ethnoknowledge," "Indigenous Linguistics," and "Territorial Management." The study concludes that innovation in these programs is not technocentric but sociopolitical. The "digital silence" functions as a decolonial strategy, prioritizing the "Technology of the Word" and the "Pedagogy of Alternation" as essential tools for territorial defense. Ultimately, these programs offer a pluriepistemic innovation that challenges the neoliberal governmentality of global education by prioritizing the government of self and the protection of ancestral territories over mere digital integration.