Tecnologias educacionais digitais e o trabalho docente na educação básica: desafios na rede estadual de ensino do Paraná

Abstract

This study is affiliated with the Graduate Program in Education at the Universidade Estadual do Oeste do Paraná (Unioeste), within the research line Culture, Educational Processes, and Teacher Education, and to the research group Educação Superior, Formação e Trabalho Docente (GESFORT). This study examines digital educational technologies, with a particular focus on platformization and its implications for teaching work in the context of public policies.The general objective is to analyze the process of incorporating digital educational technologies into the public state school system of Paraná, Brazil, and to explore their implications for teaching work and teacher autonomy. The study addresses the following research question: how does the increasing use of digital educational technologies in the Paraná state public education system reconfigure teaching work and teacher autonomy? To this end, the specific objectives are: (i) to analyze the presence of digital educational technologies in Basic Education within the Plano Nacional de Educação (2014-2024) and the Base Nacional Comum Curricular (2017); (ii) to identify the educational platforms used by teachers in the Paraná state school system between 2021 and 2025; and (iii) to examine the nature of teaching work and the challenges posed by new forms of digital labor, with particular attention to the implications of the Registro de Classe Online (RCO) for teacher autonomy. The research adopts a bibliographic and documentary approach, based on literature that examines the relationship between work, education, and society from a critical-dialectical perspective. The analysis indicates that transformations resulting from the widespread incorporation of digital educational technologies are reflected in key normative documents of Brazilian education. Within the National Education Plan (2014-2024), five of the twenty established goals (5, 6, 7, 9, and 15) include strategies related to the use and implementation of educational technologies. Similarly, the National Common Curricular Base integrates technology transversally, with four of its ten general competencies directly related to computing and the use of Information and Communication Technologies (ICT). In light of these findings, thirteen digital educational platforms and sixteen applications were identified in the Paraná state school system. Given this range of tools, the study focuses on the Registro de Classe Online (RCO), an electronic system used to record attendance, instructional content/planning, and student assessments. The analysis shows that the intensive use of educational platforms and applications, particularly the RCO, tends to subordinate teachers’ work to pre-structured lessons defined by external authorities. This process reduces teachers to a predominantly technical role centered on content delivery, thereby weakening the authorial, relational, and critical dimensions of pedagogical practice. Furthermore, teachers are compelled to adhere to guidelines established by the Secretaria de Estado da Educação do Paraná, placing them within an educational model shaped by a technical-instrumental rationality aligned with market demands. This dynamic intensifies control over pedagogical work and results in the erosion of teacher autonomy.