DIGITAL PLATFORMS AND TEACHING KNOWLEDGE IN MOTION: TEACHER TRAINING IN THE FACE OF EDUCATIONAL TECHNOLOGY

Abstract

The massive presence of digital platforms in everyday school life has changed not only the tools used in the classroom, but also the grammar of teaching itself. Teachers, previously recognized as sources of knowledge, now find themselves challenged by algorithms, automated logic, and interfaces that mediate their actions, redefining roles, times, and modes of presence. This transformation, sometimes celebrated as progress, has brought with it ambiguous effects on teacher training and their pedagogical autonomy. Given this scenario, this study seeks to understand how teacher knowledge has been reorganized based on the continuous use of digital platforms, and what ethical and pedagogical implications emerge from this relationship. This is a qualitative study, constructed based on a critical bibliographic survey, mobilizing authors who problematize teacher training in times of digital culture and its reconfigurations in the face of educational technologies. The focus is not on the evaluation of the tools themselves, but on the mediations that are constructed around them and the training practices that derive from them. The results of the analysis point to a persistent tension between the instrumentalization of teaching and the reinvention of teaching practices in a digital environment. Training needs to stop being episodic and become situated, reflective and connected to the reality of the subjects who experience it. In this gesture, perhaps lies the possibility of recovering, in technology, a powerful means of listening, authorship and transformation.