Platformization and teaching work: a scoping review

Abstract

This article consists of a review of the literature on discussions about the platformization of teaching work and its consequences, identifying the different perspectives underlying the insertion of digital platforms in education. Guided by the PRISMA-ScR methodology, a scoping review was developed in the Capes Periódicos and SciELO databases, using the descriptors “teaching work” and “platformization” and their terminologies in English and Spanish, filtering 32 articles. The Covid-19 pandemic period has driven and exacerbated this scenario, with the adoption of digital platforms made available by large companies in the information technology sector, consolidating the platformization of teaching work. Negative perceptions have outweighed positive perceptions. It is important that the innovative process in education be guided by policies that overcome the risks derived from objectives that privilege business interests and the commodification of education, leaving the main actors (teachers and students) excluded from its planning, development, conduct, and monitoring.