THE IMPACTS OF LEARNING PLATFORMIZATION ON PROFESSOR IDENTITY

Abstract

The growing platformization of education, marked by students' intensive use of digital environments and tools, has directly impacted professional identity and teacher autonomy. This article aims to critically analyze the effects of this process on the role of teachers, especially given the centrality attributed to digital platforms, often guided by corporate and market logic. Using a qualitative approach and a literature review, the article discusses authors such as Dubar, Tardif, and Imbernón to understand how this technological logic influences the development of teaching professionalism. The results indicate that the replacement of pedagogical mediation by algorithms, tutorials, and automated responses weakens the reflective, critical, and formative dimensions of teaching. Knowledge, when reduced to a ready-made product, is deprived of its emancipatory power, and teachers are seen merely as implementers of standardized content. This configuration compromises their pedagogical decision-making capacity and distorts their role as active subjects in the teaching-learning process. We conclude that the platformization of learning, if not widely debated critically and contextually, poses a concrete threat to teachers' professional autonomy and the social function of education, jeopardizing democratic and formative principles that have historically underpinned pedagogical practice.