AS PLATAFORMAS DIGITAIS NA FORMAÇÃO CONTINUADA DE PROFESSORES DO ENSINO MÉDIO: INOVAÇÃO OU MERCANTILIZAÇÃO?

The study analyzes the impact of the platformization of education on the continuing professional development of high school teachers, investigating its implications for teacher autonomy and the contradictions generated by the commodification and privatization of education. Based on a qualitative and bibliographic approach guided by historical-dialectical materialism, the research contextualizes multiple economic, political, and technological transformations that characterize contemporary capitalism, the advance of neoliberalism, and the development of digital technologies. The results indicate that although digital platforms expand access to content and training resources, their use occurs in a standardized manner and disconnected from a critical pedagogical practice, which weakens teacher autonomy and reduces the complexity of educational work to technical procedures. The study also finds growing influence from private companies and digital governance networks, which intensify the commodification of teacher education, turning learning spaces into consumer products and shaping pedagogical practices according to economic interests. In this context, the study concludes that continuing education must promote critical and reflective knowledge linked to teachers’ concrete practice, ensuring that they act as transformative agents in the teaching and learning process. Furthermore, it highlights the relevance of teacher autonomy for the consolidation of a public, democratic, and inclusive education aimed at student learning and human emancipation. The study is linked to the Research Group on Educational Policies, Management, and Education Financing and is supported by the Coordination for the Improvement of Higher Education Personnel (CAPES) and the National Council for Scientific and Technological Development (CNPq) (Grant No. 405633/2023-8).