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Pourquoi l’Université des plateformes commerciales est-elle la fin de l’université ? | Academia
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href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/archives-recrutements/suivi-des-recrutements-campagne-2014/philosophie-section-17-campagne-2014">Philosophie – section 17 – campagne 2013-4</a></li> <li class="page_item page-item-70"><a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/archives-recrutements/suivi-des-recrutements-campagne-2014/science-politique-section-04">Science politique – section 04</a></li> <li class="page_item page-item-66"><a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/archives-recrutements/suivi-des-recrutements-campagne-2014/sociologie-section19">Sociologie – section 19</a></li> <li class="page_item page-item-75"><a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/archives-recrutements/suivi-des-recrutements-campagne-2014/histoire-section-21et22">Histoire – sections 21 et 22</a></li> <li class="page_item page-item-890"><a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/archives-recrutements/suivi-des-recrutements-campagne-2014/geographie-section-23-24">Géographie – sections 23 et 24</a></li> <li class="page_item page-item-1366"><a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/archives-recrutements/suivi-des-recrutements-campagne-2014/ehess-campagne-2014">Ehess – campagne 2013-4</a></li> </ul> </li> <li class="page_item page-item-1684 page_item_has_children"><a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/archives-recrutements/suivi-des-recrutements-campagne-2014-5">Suivi des recrutements – campagne 2014-5</a> <ul class="children"> <li class="page_item page-item-1865"><a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/archives-recrutements/suivi-des-recrutements-campagne-2014-5/1865-2">04. Science politique – campagne 2014-5</a></li> <li class="page_item page-item-1682"><a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/archives-recrutements/suivi-des-recrutements-campagne-2014-5/philosophie-campagne-2014-2015">17. Philosophie – campagne 2014-2015</a></li> <li class="page_item page-item-1868"><a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/archives-recrutements/suivi-des-recrutements-campagne-2014-5/19-sociologie-campagne-2014-5">19. Sociologie – campagne 2014-5</a></li> <li class="page_item page-item-1870"><a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/archives-recrutements/suivi-des-recrutements-campagne-2014-5/histoire-section-21-22-cnrs-32-33-campagne-2014-5">21 et 22. Histoire – campagne 2014-5</a></li> <li class="page_item page-item-1879"><a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/archives-recrutements/suivi-des-recrutements-campagne-2014-5/23-et-24-geographie-et-amenagement-campagne-2014-5">23 et 24. Géographie et aménagement – campagne 2014-5</a></li> <li class="page_item page-item-1707"><a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/archives-recrutements/suivi-des-recrutements-campagne-2014-5/epistemologie-histoire-des-sciences-et-des-techniques-section-72-campagne-2014-5">72. Epistémologie, histoire des sciences et des techniques – campagne 2014-5</a></li> <li class="page_item page-item-1705"><a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/archives-recrutements/suivi-des-recrutements-campagne-2014-5/ehess-campagne-2014-5">Ehess – campagne 2014-5</a></li> </ul> </li> <li class="page_item page-item-2237 page_item_has_children"><a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/archives-recrutements/suivi-des-recrutements-2015-6">Suivi des recrutements 2015-6</a> <ul class="children"> <li class="page_item page-item-2240"><a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/archives-recrutements/suivi-des-recrutements-2015-6/section-17-philosophie-2015-6">Philosophie – 17 – philosophie – 2015-6</a></li> <li class="page_item page-item-2245"><a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/archives-recrutements/suivi-des-recrutements-2015-6/section-72-epistemologie-histoire-des-sciences-et-des-techniques-campagne-2015-6">72 – Epistémologie, histoire des sciences et des techniques – campagne 2015-6</a></li> <li class="page_item page-item-2421"><a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/archives-recrutements/suivi-des-recrutements-2015-6/ehess-campagne-2015-6">EHESS – campagne 2015-6</a></li> </ul> </li> <li class="page_item page-item-2730 page_item_has_children"><a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/archives-recrutements/suivi-des-recrutements-2016-7">Suivi des recrutements 2016-7</a> <ul class="children"> <li class="page_item page-item-2722"><a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/archives-recrutements/suivi-des-recrutements-2016-7/17-philosophie-2016-7">17 – philosophie – campagne 2016-7</a></li> <li class="page_item page-item-2736"><a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/archives-recrutements/suivi-des-recrutements-2016-7/72-epistemologie-histoire-des-sciences-et-des-techniques-campagne-2016-7">72 – Epistémologie, histoire des sciences et des techniques – campagne 2016-7</a></li> <li class="page_item page-item-2734"><a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/archives-recrutements/suivi-des-recrutements-2016-7/ehess-concours-2017">EHESS – concours 2017</a></li> </ul> </li> <li class="page_item page-item-3505 page_item_has_children"><a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/archives-recrutements/suivi-des-recrutements-2017-8">Suivi des recrutements 2017-8</a> <ul class="children"> <li class="page_item page-item-3472"><a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/archives-recrutements/suivi-des-recrutements-2017-8/17-philosophie-campagne-2017-8">17- philosophie – campagne 2017-8</a></li> <li class="page_item page-item-3510"><a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/archives-recrutements/suivi-des-recrutements-2017-8/72-epistemologie-histoire-des-sciences-et-des-techniques-campagne-2017-8">72 – Epistémologie, histoire des sciences et des techniques – campagne 2017-8</a></li> </ul> </li> </ul> </li> <li class="page_item page-item-4"><a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/qui-sommes-nous">Qui sommes-nous ?</a></li> </ul></div> </nav><!-- #access --> </header><!-- #branding --> <div id="main"> <div id="primary"> <div id="content" role="main"> <nav id="nav-single"> <h3 class="assistive-text">Navigation des articles</h3> <span class="nav-previous"><a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/28821" rel="prev"><span class="meta-nav">←</span> Précédent</a></span> <span class="nav-next"><a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/28828" rel="next">Suivant <span class="meta-nav">→</span></a></span> </nav><!-- #nav-single --> <article id="post-28825" class="post-28825 post type-post status-publish format-standard has-post-thumbnail hentry category-opinions tag-enseignement-a-distance tag-systemes-dinformation"> <header class="entry-header"> <h1 class="entry-title">Pourquoi l’Université des plateformes commerciales est-elle la fin de l’université ?</h1> <div class="entry-meta"> <span class="sep">Publié le </span><a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/28825" title="16:21" rel="bookmark"><time class="entry-date" datetime="2020-11-20T16:21:09+01:00">20/11/2020</time></a><span class="by-author"> <span class="sep"> par </span> <span class="author vcard"><a class="url fn n" href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/author/redacteursacademia" title="Afficher tous les articles par L'équipe des rédacteurs d'Academia" rel="author">L'équipe des rédacteurs d'Academia</a></span></span> </div><!-- .entry-meta --> </header><!-- .entry-header --> <div class="entry-content"> <p><em>Un groupe d’enseignant·es de quelques universités italiennes a écrit une lettre ouverte sur les conséquences de l’utilisation de plateformes numériques dans l’enseignement à distance. Nous espérons qu’une discussion sur l’avenir de l’éducation s’ouvrira le plus rapidement possible et que les investissements discutés au cours de ces semaines seront utilisés pour la création d’une infrastructure numérique publique pour les écoles et les universités.</em></p> <p>Autres langues disponibles ici : <a href="https://web.archive.org/web/20201128024958/https://infolet.it/2020/11/10/perche-luniversita-delle-piattaforme-e-la-fine-delluniversita/" target="_blank" rel="noopener noreferrer">italien</a>, <a href="https://web.archive.org/web/20201128024958/https://dhd-blog.org/?p=14666" target="_blank" rel="noopener noreferrer">allemand</a>, anglais</p> <hr/> <p><a href="https://web.archive.org/web/20201128024958/https://f-origin.hypotheses.org/wp-content/blogs.dir/793/files/2020/11/perche.png"><img loading="lazy" class="aligncenter size-full wp-image-28826" src="https://web.archive.org/web/20201128024958im_/https://f-origin.hypotheses.org/wp-content/blogs.dir/793/files/2020/11/perche.png" alt="" width="1345" height="403" srcset="https://web.archive.org/web/20201128024958im_/https://f-origin.hypotheses.org/wp-content/blogs.dir/793/files/2020/11/perche.png 1345w, https://web.archive.org/web/20201128024958im_/https://f-origin.hypotheses.org/wp-content/blogs.dir/793/files/2020/11/perche-300x90.png 300w, https://web.archive.org/web/20201128024958im_/https://f-origin.hypotheses.org/wp-content/blogs.dir/793/files/2020/11/perche-500x150.png 500w, https://web.archive.org/web/20201128024958im_/https://f-origin.hypotheses.org/wp-content/blogs.dir/793/files/2020/11/perche-768x230.png 768w" sizes="(max-width: 1345px) 100vw, 1345px"/></a>Chèr·es collègues et chèr·es étudiant·es,</p> <p>Comme vous le savez certainement, les écoles et les universités italiennes, depuis le début de l’urgence COVID, pour des raisons initialement compréhensibles, se sont appuyées sur des plateformes et des outils privés, appartenant pour la plupart à la galaxie dite « GAFAM » (Google, Apple, Facebook, Microsoft et Amazon), pour la gestion de l’enseignement à distance (y compris les examens). Il y a peu d’exceptions, comme le « Politecnico » de Turin, qui a adopté des solutions non commerciales et autoproduites. Cependant, le 16 juillet 2020, la Cour européenne de justice a rendu un arrêt très important qui, en résumé, indique que les entreprises états-uniennes ne garantissent pas la vie privée des utilisateurs conformément au règlement européen sur la protection des données, connu sous le nom de GDPR (General Data Protection Regulation). Par conséquent, à l’heure actuelle, tous les transferts de données de l’UE vers les États-Unis doivent être considérés comme non conformes à la directive européenne et donc illégaux.</p> <p>Un débat est en cours au niveau de l’UE sur cette question et le contrôleur européen de la protection des données a explicitement demandé « aux institutions, offices, agences et organes de l’UE d’éviter les transferts de données à caractère personnel vers les États-Unis pour de nouvelles opérations de traitement ou en cas de nouveaux contrats avec des prestataires de services ». Alors que le Garant irlandais a directement interdit les transferts de données des utilisateurs de Facebook vers les États-Unis. Enfin, certaines études soulignent que la majorité des plateformes commerciales utilisées pendant l' »éducation d’urgence » (principalement G-Suite) posent de sérieux problèmes juridiques et comportent une « violation systématique des principes de transparence ».</p> <p><span id="more-28825"></span>Dans cette situation difficile, diverses organisations, y compris (comme nous le dirons plus loin) certain·es professeur·es d’université, tentent de sensibiliser les écoles et les universités italiennes à se conformer à l’arrêt, dans l’intérêt non seulement des enseignant·es et des étudiant·es, qui ont le droit d’étudier, d’enseigner et de discuter sans être supervisé·es, profilé·es, mais aussi des institutions elles-mêmes. Les risques liés à l’enseignement sous-traité à des multinationales qui font de nos données ce qu’elles veulent sont en fait non seulement économiques et culturels, mais aussi juridiques : toute personne, dans cette situation, pourrait porter plainte auprès du garant de la vie privée contre l’institution dans laquelle nous travaillons.</p> <p>Toutefois, cette question va au-delà du droit à la vie privée pour nous et nos étudiant·es. Dans la nouvelle urgence COVID, nous savons que des <a href="https://web.archive.org/web/20201128024958/https://www.roars.it/online/dematerializzazioni-algoritmi-e-profitti/" target="_blank" rel="noopener noreferrer">intérêts économiques</a> énormes sont en jeu et que les plateformes numériques, qui ont multiplié leur chiffre d’affaires ces derniers mois<sup><a href="#footnote_0_28825" id="identifier_0_28825" class="footnote-link footnote-identifier-link" title="Voir l’étude publiée en octobre par Mediobanca.">1</a></sup>, ont la force et le pouvoir de façonner l’avenir de l’éducation dans le monde entier. Un exemple : le projet national « <a href="https://web.archive.org/web/20201128024958/https://www.istruzione.it/pon/" target="_blank" rel="noopener noreferrer">Smart Class</a>« , financé avec des fonds européens par le ministère de l’éducation. Il s’agit d’un <a href="https://web.archive.org/web/20201128024958/https://www.youtube.com/watch?v=vPPhUL8MIPs&feature=youtu.be" target="_blank" rel="noopener noreferrer"><em>package</em></a> pré-préparé d’ « enseignement intégré » où le contenu (de toutes les matières) est généré par Pearson, logiciel Google, et le <em>hardware</em> est Acer-Chrome Book.<sup><a href="#footnote_1_28825" id="identifier_1_28825" class="footnote-link footnote-identifier-link" title="Soit dit en passant, Pearson est le deuxième plus grand éditeur au monde">2</a></sup>, avec un chiffre d’affaires de plus de 4,5 milliards d’euros en 2018). Et pour les écoles participantes, vous ne pouvez pas acheter d’autres produits…</p> <p>Enfin, alors que ceci peut paraître de la science-fiction, outre la stabilisation de la <a href="https://web.archive.org/web/20201128024958/https://www.roars.it/online/teledidattica-proprietaria-e-privata-o-libera-e-pubblica/" target="_blank" rel="noopener noreferrer">télédidactique commerciale</a> comme une « offre », on parle déjà d’<a href="https://web.archive.org/web/20201128024958/https://www.forbes.com/sites/forbestechcouncil/2020/06/08/artificial-intelligence-in-education-transformation/" target="_blank" rel="noopener noreferrer">intelligences artificielles </a>qui « soutiendront » les enseignant·es dans leur travail.</p> <p>Pour toutes ces raisons, un groupe de professeur·es de différentes universités italiennes a décidé de réagir.</p> <p>Leur initiative et la nôtre ne vise pas, actuellement, à porter plainte immédiatement auprès du garant, mais à l’éviter, en permettant aux enseignant·es et aux étudiant·es de créer des espaces de discussion et en les incitant à rectifier les choix qui impliquent leur liberté d’enseignement et leur droit d’étudier. Ce n’est que si la réponse institutionnelle est insuffisante ou absente que nous aurons recours, en dernier ressort, à une plainte auprès du garant de la vie privée. Dans ce cas, la première étape consistera à exploiter la « faille » ouverte par la décision de la Cour de justice de l’UE pour pousser le garant italien à intervenir<sup><a href="#footnote_2_28825" id="identifier_2_28825" class="footnote-link footnote-identifier-link" title="En fait, Antonello Soro l’avait déjà fait, mais n’avait pas été entendu">3</a></sup>. Le but de ces actions n’est certainement pas de « bloquer » les plateformes qui proposent un enseignement à distance et celles et ceux qui les utilisent, mais de pousser le gouvernement à investir enfin dans la création d’une infrastructure publique basée sur des <a href="https://web.archive.org/web/20201128024958/https://www.agendadigitale.eu/sicurezza/leuropa-post-privacy-shield-e-lopen-source-la-via-per-uscire-dal-colonialismo-digitale/" target="_blank" rel="noopener noreferrer">logiciels libres</a> pour la communication scientifique et éducative. Il existe différents modèles (voir celui proposé <a href="https://web.archive.org/web/20201128024958/https://infolet.it/files/2020/11/FACSIMILE-MODULO-DOCENTI-PRIVACY_pdf.pdf" target="_blank" rel="noopener noreferrer">ici</a>) dont on peut s’inspirer, par exemple en <a href="https://web.archive.org/web/20201128024958/http://apps.education.fr/" target="_blank" rel="noopener noreferrer">France</a>, mais aussi en <a href="https://web.archive.org/web/20201128024958/https://cedec.intef.es/proyecto-edia/" target="_blank" rel="noopener noreferrer">Espagne</a>, etc. ; l’UNESCO-même a approuvé une <a href="https://web.archive.org/web/20201128024958/https://en.unesco.org/news/new-unesco-recommendation-will-promote-access-educational-resources-all" target="_blank" rel="noopener noreferrer">recommandation</a> pour l’utilisation de ressources et d’outils ouverts dans l’éducation en 2019.</p> <p>Comme nous l’avons dit plus haut, avant d’interpeller le garant national, une étape préliminaire est nécessaire. Chaque personne doit écrire au responsable du traitement des données pour demander des informations<sup><a href="#footnote_3_28825" id="identifier_3_28825" class="footnote-link footnote-identifier-link" title="Ici le fac-similé du formulaire pour les enseignant·es que nous avons préparé">4</a></sup>. Si vous ne recevez pas de réponse dans les trente jours, ou si la réponse est jugée insatisfaisante, vous pouvez déposer plainte auprès du contrôleur national. À ce moment-là, la plainte auprès du contrôleur peut être déposée non seulement par des particuliers, mais aussi par des groupes ou des associations. Il est important de souligner que, même dans ce scénario évitable, la question posée au responsable du traitement ne peut en aucun cas être interprétée comme une « protestation » contre sa propre université, mais comme une tentative d’en faire un meilleur environnement de travail et d’étude pour tou·tes, dans le respect des normes européennes.</p> <ol class="footnotes"><li id="footnote_0_28825" class="footnote">Voir l’étude publiée en octobre par <a href="https://web.archive.org/web/20201128024958/https://www.mbres.it/sites/default/files/resources/rs_WebSoft2020_presentazione.pdf" target="_blank" rel="noopener noreferrer">Mediobanca</a>.<span class="footnote-back-link-wrapper"> [<a href="#identifier_0_28825" class="footnote-link footnote-back-link">↩</a>]</span></li><li id="footnote_1_28825" class="footnote">Soit dit en passant, <a href="https://web.archive.org/web/20201128024958/https://www.publishersweekly.com/binary-data/Global502019.pdf" target="_blank" rel="noopener noreferrer">Pearson</a> est le deuxième plus grand éditeur au monde<span class="footnote-back-link-wrapper"> [<a href="#identifier_1_28825" class="footnote-link footnote-back-link">↩</a>]</span></li><li id="footnote_2_28825" class="footnote">En fait, Antonello Soro l’avait déjà fait, mais <a href="https://web.archive.org/web/20201128024958/https://www.key4biz.it/soro-al-parlamento-infrastruttura-cloud-pubblica-non-piu-eludibile-per-lindipendenza-dai-poteri-privati/311412/" target="_blank" rel="noopener noreferrer">n’avait pas été entendu</a><span class="footnote-back-link-wrapper"> [<a href="#identifier_2_28825" class="footnote-link footnote-back-link">↩</a>]</span></li><li id="footnote_3_28825" class="footnote">Ici le fac-similé du formulaire pour les enseignant·es que <a href="https://web.archive.org/web/20201128024958/https://infolet.it/files/2020/11/FACSIMILE-MODULO-DOCENTI-PRIVACY_pdf.pdf" target="_blank" rel="noopener noreferrer">nous avons préparé</a><span class="footnote-back-link-wrapper"> [<a href="#identifier_3_28825" class="footnote-link footnote-back-link">↩</a>]</span></li></ol> <hr/> <!-- from https://perfecticons.com/ --> <ul class="soc"> <li><a class="twitter share-hypotheses soc-twitter" href="https://web.archive.org/web/20201128024958/https://twitter.com/share?text=Pourquoi+l%E2%80%99Universit%C3%A9+des+plateformes+commerciales+est-elle+la+fin+de+l%E2%80%99universit%C3%A9%C2%A0%3F&url=https%3A%2F%2Facademia.hypotheses.org%2F28825&via=hypothesesorg"></a></li> <li><a class="facebook share-hypotheses soc-facebook" href="https://web.archive.org/web/20201128024958/https://www.facebook.com/sharer.php?title=Pourquoi+l%E2%80%99Universit%C3%A9+des+plateformes+commerciales+est-elle+la+fin+de+l%E2%80%99universit%C3%A9%C2%A0%3F&u=https%3A%2F%2Facademia.hypotheses.org%2F28825"></a></li> <li><a class="linkedin share-hypotheses soc-linkedin" href="https://web.archive.org/web/20201128024958/https://www.linkedin.com/shareArticle?title=Pourquoi+l%E2%80%99Universit%C3%A9+des+plateformes+commerciales+est-elle+la+fin+de+l%E2%80%99universit%C3%A9%C2%A0%3F&url=https%3A%2F%2Facademia.hypotheses.org%2F28825&mini=true"></a></li> </ul> </div><!-- .entry-content --> <footer class="entry-meta"> Ce contenu a été publié dans <a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/category/opinions" rel="category tag">Opinions</a> par <a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/author/redacteursacademia">L'équipe des rédacteurs d'Academia</a>, et marqué avec <a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/tag/enseignement-a-distance" rel="tag">enseignement à distance</a>, <a href="https://web.archive.org/web/20201128024958/https://academia.hypotheses.org/tag/systemes-dinformation" rel="tag">systèmes d'information</a>. 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