TEACHING PROFESSION AND THE TECHNIFICATION OF EDUCATION: A CONCEPTUAL STUDY ON PROFESSIONAL AUTONOMY

Abstract

This article aims to analyze the relationship between the pillars of the teaching profession and the process of technification of education, seeking to understand how this context tensions the exercise of teacher professional autonomy. Methodologically, this is a theoretical-conceptual and bibliographic study grounded in the critical analysis of academic literature addressing teaching work, technical-instrumental rationality, and contemporary processes of platformization of education. From an epistemological perspective, the discussion is anchored in critical approaches that conceive teaching as an artisanal, intellectual, ethical, and political practice, built through the articulation of theoretical knowledge and practical experience. The findings indicate that the technification of education, historically linked to technical rationality, has intensified in the contemporary context through the expansion of platformization of education, broadening mechanisms of standardization, monitoring, control, and performance measurement in teaching work. This process tends to fragment pedagogical practice, subordinate teachers' decisions to external prescriptions, and shift teachers from their position as subjects of knowledge to that of executors of predefined procedures, producing forms of technical alienation. It is concluded that the platformization of education does not represent a rupture with technical rationality, but rather its intensification in new forms, weakening practical-reflective thinking, emptying teacher professionalism, and tensioning the identity of teachers as critical intellectuals. In this context, defending professional autonomy becomes a central element of resistance to technification and an essential condition for affirming teaching as an intellectual, authorial, and socially committed profession aligned with democratic educational projects.