THE PLATFORMIZATION OF EDUCATION AND THE RECONFIGURATION OF CLASSROOM MANAGEMENT: IMPLICATIONS FOR AUTONOMY AND TEACHER WORK

Abstract

The intensification of the use of digital platforms in the contemporary educational context has caused significant transformations in pedagogical organization, classroom management, and the dynamics of teaching work. In this scenario, the platformization of education emerges as a phenomenon marked by the incorporation of digital systems, algorithms, and virtual learning environments into educational processes, influencing pedagogical practices, assessment mechanisms, and forms of institutional control. This study aims to analyze the implications of the platformization of education in the reconfiguration of classroom management, focusing on its impacts on teacher autonomy and teaching work. Methodologically, this is a qualitative research study of a descriptive-exploratory nature, developed through bibliographic and documentary research, based on the analysis of scientific productions, institutional documents, and studies related to digital technologies and educational management. Data analysis was carried out using the content analysis technique, allowing the identification of categories related to the intensification of teaching work, digital surveillance, pedagogical standardization, and the reorganization of educational practices mediated by digital platforms. The results show that the increasing use of educational platforms has promoted structural changes in classroom dynamics, expanding processes of monitoring, automation, and management of pedagogical activities. It was also observed that, although digital technologies contribute to the flexibility of teaching and the expansion of access to information, they also produce challenges related to the reduction of teacher autonomy, the intensification of work demands, and the strengthening of managerial models in education. It is concluded that the platformization of education represents a complex and multifaceted phenomenon, requiring critical reflections on the limits and potentialities of digital technologies in the school environment, as well as the construction of educational policies committed to teacher appreciation, digital ethics, and the democratization of pedagogical practices in contemporary culture.