Digital platforms for self-training of teachers in basic education: New mechanisms in/of Brazilian digital educational governance

Abstract

The platformization of education has reconfigured the ways in which basic education teachers expand their professional knowledge. In this scenario, digital platforms for teacher self-training gain relevance as socio-technical spaces that mediate learning and assessment processes, supported by a network of political connections. Through a documentary and topological study developed on and about the main Brazilian digital platforms for teacher self-training, the article analyzes them as mechanisms of digital educational governance, highlighting the connections between the public and private sectors and their impacts on the training of basic education teachers, with and about technologies. The analysis identifies four fundamental dimensions of this digital governance process: (1) the platformization of training courses and resources; (2) the standardization of content aligned with the BNCC; (3) the collection and strategic use of educational data; and (4) the occupation of the public space of continuing teacher training by content and courses from the private sector.