<p>This article draws on an exploratory content analysis of internship reports produced by university students in the Humanities between 2021 and 2023 to examine how public school classrooms in a socioeconomically developed region of São Paulo, Brazil, operate as postdigital learning environments. Rather than fostering meaningful hybrid learning, the integration of digital technologies into the state education system reinforces bureaucratic routines and standardized assessments, marginalizing dialogic, situated, and justice-oriented pedagogies. The concept of postdigital entrapments captures the systemic effects of sociotechnical arrangements in which the educational potential of digital tools is expropriated in favor of metrics of control, efficiency, and performance. These conditions displace pedagogical authority, silence students, and constrain teacher agency—revealing a profound rupture between the state’s innovation discourse and the actual dynamics of classroom life. While the interns often recognized these contradictions, they were also complicit in sustaining them, privileging functional over critical pedagogical responses. We argue that the postdigital should be understood not as a neutral condition, but as a contested terrain shaped by material inequalities and sociopolitical and ideological struggles. Reclaiming educational agency requires rupturing this system—creating fissures through which radically democratic and transformative educational futures might emerge.</p>