Platformization and pedagogical control: disputes over teacher autonomy in the São Paulo State school system

This article critically analyzes the impacts of educational platformization in São Paulo’s state school system, focusing on continuing teacher education and the use of Digital Information and Communication Technologies. Based on a qualitative and documentary approach, it highlights how digital platforms have intensified pedagogical control, curricular standardization, and results-based management. It also discusses the reduction of teacher autonomy and the reconfiguration of school practices, addressing current challenges for the teaching profession under technocratic rationality. The study concludes that addressing the effects of platformization requires training policies that value teacher autonomy and voice, promoting critical and contextualized formative practices capable of resisting technocratic logic.

Keywords
Teacher education; Digital Technologies; Public education; Educational policy; Educational platforms