Between Screens and Curriculum Grids: The Politics of Digital Teaching Materials in the São Paulo State Network (2023–2025)

Abstract

This article examines the process of centralization and standardization of digital teaching materials in the São Paulo state education system between 2023 and 2025, with emphasis on Renato Feder’s administration and its impact on teacher autonomy, curricular diversity, and the quality of the pedagogical experience. Drawing on the author’s direct experience in producing and reviewing digital lessons, the study describes production workflows, editorial guidelines, and the bibliographic references adopted, showing how managerial logic and the use of performance metrics have reshaped the teacher’s role. Based on the works of Walter Benjamin, Pierre Bourdieu, Theodor Adorno, and Max Horkheimer, the article argues that curriculum platformization and the prioritization of quantitative indicators foster the impoverishment of Erfahrung and the loss of the “aura” of the pedagogical relationship. Furthermore, it links these processes to teacher burnout and the deterioration of working conditions in São Paulo, suggesting that restoring the teacher’s legitimate authority requires policies that value curricular plurality, intellectual mediation, and the living experience of the classroom.