Platformization and the reconfiguration of teaching work in the são paulo state school system: between control, performativity and the corporate school territory

Abstract

This article analyzes the reconfiguration of teaching work in the São Paulo state public education system in light of the expansion of institutional digital platforms, with particular emphasis on the São Paulo Media Center (CMSP) and the “Classroom of the Future” program. Grounded in a critical approach, the study articulates debates on neoliberalism, performativity, and New Public Management with the concept of territory, proposing the notion of the corporate school territory as an analytical framework. Methodologically, this is a qualitative study based on the analysis of public policies, official documents, and everyday school practices. It argues that the platformization of education goes beyond mere technological innovation, constituting a process of reorganization of teaching work marked by intensification, standardization, and the expansion of control mechanisms. The analysis highlights the dialectical articulation between a physical territory and a digital territory, both shaped by performance demands and monitoring practices, contributing to the consolidation of an increasingly corporate-oriented school territory, in which teacher autonomy is challenged and working conditions become progressively more precarious.