Tecnologías digitales y subjetividades de las profesionales de la educación: un estudio crítico sobre la formación de profesionales de la educación en España y Chile

Gustavo Herrera-Urízar; Carla Juárez Martínez; Souly Cisternas Negrete

doi:10.5212/OlharProfr.v.29.26455.025

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Published: 2026-07-26

DOI: https://doi.org/10.5212/OlharProfr.v.29.26455.025

Keywords:

Digital technologies, Subjectivity of education professionals, Education professionals training, Critical digital literacy

Gustavo Herrera-Urízar

University of Barcelona

https://orcid.org/0000-0003-3546-8976

Carla Juárez Martínez

University of Barcelona

https://orcid.org/0009-0009-1221-6099

Souly Cisternas Negrete

Pontifical Catholic University of Valparaíso

https://orcid.org/0009-0006-4597-2569

Abstract

This article critically examines the impact of digital technologies on the configuration of the subjectivities of education professionals during their university education in Spain and Chile. A qualitative approach was employed through structured interviews with 32 students enrolled in education-related degree programs at public universities. The analysis identifies five fundamental dimensions: everyday engagement with digital tools, imaginaries about the educational profession, pedagogical meanings of technologies, perception of artificial intelligence, and future professional projections. The findings reveal a field of tensions between technological fascination and critical awareness, innovation and precarization, agency and standardization. Drawing on biopolitical and psychopolitical theoretical frameworks, the study problematizes the effects of algorithmic rationalities on education and underscores the need for situated, critical digital literacy. Recommendations are provided to reimagine the education of education professionals as a space of resistance and emancipatory pedagogical construction in the face of growing educational techno-governmentality.

Issue

Vol. 29 (2026): Publicação contínua

Section

Thematic Issue: Digital technologies in dispute: Subjectivities, knowledge, and resistances in the processes of teaching and learning.

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Author Biographies

Gustavo Herrera-Urízar, University of Barcelona

Lecturer in the Department of Didactics and Educational Organization, Faculty of Education, University of Barcelona. PhD in Educational Policy and Management (Universidad de Playa Ancha / recognized by the University of Barcelona) and PhD in Contemporary Philosophy and Classical Studies (University of Barcelona). Member of the Esbrina research group (UB).

Carla Juárez Martínez, University of Barcelona

Graduate in Pedagogy from the Faculty of Education, University of Barcelona (2025). Currently collaborating on a research project examining the impact of digital technologies on the professional development of future educators, with a gender-sensitive approach, in partnership with secondary school teachers.

Souly Cisternas Negrete, Pontifical Catholic University of Valparaíso

Graduate in Educational Sciences and Philosophy Teaching from the Pontificia Universidad Católica de Valparaíso (PUCV), Chile. Researcher in philosophy of education, ethics, contemporary philosophy, and inclusive educational approaches. Has published in indexed academic journals.

How to Cite

Digital technologies and subjectivities of education professionals: a critical study on the education of education professionals in Spain and Chile. Olhar de Professor, v. 29, p. 1–18, 26 Jul.2026.

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