The increasing adoption of educational digital technologies has been widely promoted as a pathway to personalized learning, especially in private schools, where infrastructure tends to be more conducive to their implementation. However, this integration also raises questions about its actual effectiveness, teacher autonomy, and the structural challenges imposed by digital platforms that collect and analyze personal data. In this context, this research aimed to understand how teachers perceive and experience personalized learning mediated by digital technologies in private schools in Rio de Janeiro. The study had three specific objectives: (1) to analyze teachers experiences and opinions regarding the integration of these technologies into their pedagogical practices; (2) to understand their perceptions of the potential and limitations of these tools in the school context; and (3) to examine their concerns and expectations regarding the use of educational data in personalized learning. In this regard, the research is based on authors such as Neil Selwyn (2022), Ben Williamson (2016), and Kate Crawford (2022), who question standardization, process centralization, and the ethical impacts of data usage in education. The research adopted a qualitative approach, based on interviews with teachers from private schools in Rio de Janeiro. Semi-structured interviews were conducted with teachers who volunteered to share their experiences and perceptions of personalized learning mediated by digital technologies. The analysis of the interviews was carried out in light of the study s theoretical framework, aiming to identify patterns, contradictions, and challenges faced by teachers in integrating these tools into their pedagogical practices. The findings highlight that personalized learning, in practice, does not always translate into greater autonomy for teachers and students and is often shaped by institutional and corporate interests. Thus, it is suggested that for technology-mediated personalization to fulfill its promises, it is essential to invest in teacher training, strengthen pedagogical autonomy, and implement institutional policies that ensure a more critical and ethical use of digital tools in education.