Teacher Proletarianization in the Digital Age of Capitalism: a narrative inquiry
DOI:
https://doi.org/10.22491/2236-5907153206Keywords:
Teachers’ Work, Digitalization, Techno-Solutionism, Proletarianization, PerformativityAbstract
The article analyzes, through the notion of proletarianization, how teaching work is restructured in contexts of educational digitalization, considering the control of the work process, professional judgment, and the production of evidence. The research adopts narrative inquiry, with an exploratory phase (focus groups and interviews with the management team) and an in-depth case study with a teacher, combining interviews, classroom observations, and documents, analyzed thematically. The results show that platforms and tools organize daily work through task sequences, accelerate rhythms, expand record-keeping demands, and intensify work. There is evidence of material dependence on infrastructure (connectivity, batteries, access credentials), which consumes time and reconfigures the classroom, as well as a shift in expectations and criteria toward the digital repository, straining situated judgment. It is concluded that digitalization mediates forms of control, reorganizes decisions, and narrows margins of autonomy.
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