Virtual capital and intellectual-social work

Abstract

This paper investigates and analyzes the relationship established between the virtual and university teaching, in particular that taught in the humanities and social disciplines, taking into account the massive presence that the virtual aspect has achieved within university education, driven by the pandemic situation around the world. By observing the specific characteristics, problems, and the ways of approaching inherent to social analysis, it analyzes how it, in accordance with its tradition and dissemination methods, can be distorted unless a point of equilibrium is found between the expertise of the virtual and the analytics of the social. It points out that a new schism may occur between virtual modernization as the technification of the social, and modernity as criteria formation towards the social. It proposes a point of balance between the techniques for virtual teaching and their advantages, and the necessary freedom and autonomy for the teaching of the social, which often escape the purely technical-scientific sphere traditionally understood. For this purpose, it takes up the work of Harry Braverman as a theoretical reference for the separation between the techno-administrative conception and the operationalization of work.