Author Information
Lívia Correia Chotolli, The State University of Campinas, BrazilRenato Fernandes dos Santos, The State University of Campinas, Brazil
Gildo Girotto Júnior, The State University of Campinas, Brazil
Abstract
The platformization of public education is characterized by the systematic incorporation of digital platforms, marketed by private companies, which come to mediate the school process. In Brazil, particularly in the State of São Paulo, this movement has reconfigured teaching work by guiding lesson planning and classroom practices, promoting the standardization of pedagogical approaches and restricting teachers’ autonomy. This study analyzed how platformization and the use of digital materials, such as ready-made slides, impact teaching practice and the integration of technologies in Natural Sciences and Mathematics education, based on the Technological Pedagogical Content Knowledge (TPACK) model and James Wertsch’s concepts of mastery and appropriation. A case study was conducted with teachers through non-participant observations, analyzed using Discursive Textual Analysis (DTA). Initial results indicate that the prescriptive use of these digital materials has become recurrent through imposition and naturalized in teachers’ daily routines, no longer representing innovation and starting to reproduce what is already established in these resources. It was observed that other technologies are used mainly, in function of these materials, so that integration occurs as a response to external demands than as a teacher’s choice. At certain moments, there were mobilizations of PCK, associated with this naturalization, and of TCK in the use of other technological resources; however, there is no evidence of effective TPACK integration or a critical stance toward these tools. Thus, an operational mastery of technologies predominates, without presenting an appropriation, showing that the analyzed policy doesn’t promote innovation and reinforces the technological instrumentalization of teaching work.
Paper Information
Conference: PCE2026Stream: Educational policy
This paper is part of the PCE2026 Conference Proceedings (View)
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To cite this article:
Chotolli L., Santos R., & Júnior G. (2026) Platformization of Public Education in São Paulo, Brazil: Impacts on Teaching Practices and Technological Integration in Natural Sciences and Mathematics ISSN: 2758-0962 The Paris Conference on Education 2026: Official Conference Proceedings (pp. 787-799) https://doi.org/10.22492/issn.2758-0962.2026.59
To link to this article: https://doi.org/10.22492/issn.2758-0962.2026.59
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