TEACHER IDENTITY UNDER THE LOGIC OF DATA: FROM PEDAGOGICAL PRAXIS TO SYSTEMS MANAGEMENT

Abstract

This article investigates the profound reconfigurations in the identity and routine of teaching work driven by the platformization and datafication of public school networks. The main objective is to analyze the tensions between pedagogical autonomy and the institutional demand for the management of corporate virtual systems. Methodologically, the research is characterized as a theoretical-bibliographical review study with a qualitative approach, based on the critical analysis of contemporary literature on educational policy and technology. The theoretical framework mobilizes the categories of data colonialism and surveillance capitalism to problematize the phenomenon of algorithmic governance. The synthesis of the analyses shows that the centrality of dashboards imposes a regime of performativity that bureaucratizes the profession, shifting the teacher from the condition of intellectual author of their praxis to a technical operator of metrics. It is also noted that technological solutionism masks sociodigital exclusion under superficial engagement statistics. It concludes that the formulation of digital sovereignty guidelines and the development of data literacy in teacher training are imperative, ensuring that technology remains subordinated to the political-pedagogical project.