THE DEATH OF THE TEACHER-AUTHOR IN TIMES OF PLATFORMIZATION OF EDUCATION

Abstract

This article sought to analyze the effects of the platformization of public education in São Paulo on the conditions of possibility for teacher authorship, understood as the epistemological and ontological core of the profession. The study starts from a theoretical-analytical approach, grounded in historical materialism and the philosophy of language of the Bakhtin Circle, articulating contributions from the literature on teacher knowledge and professionalism. Initially, authorship is discussed as a historical construction and a responsive ethical position, in order to then propose the notion of teacher authorship as an articulation between the mobilization of multiple knowledge, alteritarian listening, subjective-professional integration, and situated ethical responsibility. Subsequently, the phenomenon of the platformization of education in the São Paulo context is examined, based on recent studies, highlighting its link to processes of curricular centralization, datafication, and algorithmic monitoring of pedagogical work. The results of the analysis indicate that such dynamics reconfigure the teacher's decision-making margins, restricting their interpretative mediation and their enunciative responsibility. It is concluded that platformization is not merely a technological innovation, but also structurally strains the epistemological and ontological foundations of teaching, jeopardizing the very constitution of the teacher as an authorial subject.