https://repositorio.ifgoiano.edu.br/handle/prefix/6285 Fri, 04 Sep 2026 22:25:19 GMT 2026-09-04T22:25:19Z http://repositorio.ifgoiano.edu.br:80/retrieve/24173/EPT.png https://repositorio.ifgoiano.edu.br/handle/prefix/6285 https://repositorio.ifgoiano.edu.br/handle/prefix/6887 Título: UTILIZAÇÃO DE TECNOLOGIAS DIGITAIS NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA: UMA REVISÃO SISTEMÁTICA DE LITERATURA Autor(es): Carneiro, Aline Crissia Pereira da Silva; Sousa, Antonio Evami Cavalcante Sousa; Lima, Diogo Aparecido Cavalcante de; Speck, Giselle Mari Primeiro Orientador: Dias, Marco Antonio Harms Primeiro Membro da Banca: Cara, Diego Valentim Crescente Segundo Membro da Banca: Lima, Miria Nunes Porto Abstract: Professional and Technological Education (PTE) constitutes a strategic field for Brazil’s social and economic development, by integrating scientific, technological, and civic training. In recent years, the growing digitalization of teaching and learning processes has brought new challenges and opportunities to this educational level. This article presents a systematic literature review, covering the period between 2015 to 2025, on the use of digital technologies in PTE. The survey included the SciELO and Google Scholar databases, as well as specialized journals, resulting in 40 studies analyzed according to relevance criteria, year of publication, and pedagogical focus. The results indicated that 32.5% of the publications emphasize active methodologies and blended learning, followed by gamification and teacher training (17.5% each), virtual and remote laboratories (15%), emerging technologies such as artificial intelligence, augmented reality, and MOOCs (12.5%), in addition to digital inclusion practices (10%). It was shown that the adoption of digital technologies fosters engagement, motivation, student autonomy, and practical learning, especially in technical courses. In higher technological education, resources such as digital platforms, MOOCs, and artificial intelligence stand out for personalized learning. However, the studies reviewed highlight significant obstacles, such as inequality of access, weaknesses in teacher training, and curricula poorly adapted to contemporary demands. These gaps limit the full integration of digital culture into the educational process, reinforcing the need for consistent public policies, investments in infrastructure, and continuous teacher training programs. In this context, it is concluded that the incorporation of digital technologies in Brazilian PTE holds great potential for pedagogical innovation and social inclusion. Nevertheless, its impact can only be realized when aligned with critical pedagogical approaches, updated curricula, and equity strategies, in accordance with the Sustainable Development Goals (SDGs). Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso Thu, 12 Mar 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6887 2026-03-12T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6821 Título: DESAFIOS DA FORMAÇÃO DOCENTE DA EPT NO CONTEXTO DA CULTURA DIGITAL: UMA ANÁLISE DA LITERATURA ACADÊMICA Autor(es): Silva, Jonas Pereira da; Araújo, Jônatas Felipe; Santos, Marcos Vinicius Guilherme; Castro, Warren Raphael Santos de Primeiro Orientador: Silva, Jesiel Souza Primeiro Membro da Banca: Lima, Halleson Lacerda Segundo Membro da Banca: Oliveira, Márcio da Silva Abstract: This study aims to analyze the challenges of teacher education in Professional and Technological Education (PTE) within the context of digital culture, based on a review of academic literature. The research seeks to understand how the integration of digital technologies and the development of digital competencies influence pedagogical practices and the training processes of teachers working in PTE. The analyzed studies show that digital culture creates new possibilities for teaching and learning while also exposing difficulties related to initial and continuing teacher education, pedagogical mastery of technologies, institutional infrastructure, and adaptation to contemporary demands of the labor market. It is observed that many teachers face challenges in the critical and meaningful integration of digital technologies, reinforcing the need for training policies that articulate technical, pedagogical, and digital knowledge. It is concluded that teacher education in PTE should consider the transformations brought by digital culture as a central element for developing professional competencies capable of addressing current educational challenges. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso Mon, 11 May 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6821 2026-05-11T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6777 Título: DOCÊNCIA NA EJA EPT EM TEMPOS DIGITAIS: ENTRE DESAFIOS, INOVAÇÕES E POSSIBILIDADES Autor(es): Gomes, Anelly Ortiz Nascimento; Davi, Gislaine Alves; Marques, Inglety; Andreolla, Register; Primeiro Orientador: Oliveira, Raquel Martins de Primeiro Membro da Banca: Silva, Sidney de Souza Segundo Membro da Banca: Domingues, Angela Claudia Dias Terceiro Membro da Banca: Oliveira, Raquel Martins de Abstract: This study analyzes teacher education in Youth and Adult Education integrated with Vocational and Technological Education (EJA-EPT) within contexts shaped by digital culture, aiming to understand the challenges faced by educators, the pedagogical strategies adopted, and the impacts of digital technologies on teaching practices. This qualitative and theoretical investigation was based on a systematic literature review and content analysis, drawing on authors who discuss teacher education, digital culture, and active methodologies. The findings reveal structural and pedagogical obstacles that affect teaching practice, such as fragile public policies, limited technological infrastructure, excessive workload, and resistance to innovation. Conversely, methodologies such as active learning, gamification, and microlearning show potential to enhance autonomy, engagement, and teacher protagonism when applied with pedagogical intentionality and sensitivity to the specificities of EJA-EPT. The study also indicates that digital culture requires technical, ethical, and human competencies, calling for more critical, collaborative, and contextualized professional development processes. The conclusions suggest that, when consciously and purposefully integrated, digital culture can strengthen emancipatory educational practices in EJA-EPT. This research contributes by offering an updated analysis of teacher education and by highlighting the need for structural policies, continuous professional development, and working conditions that enable teachers to experiment, create, and integrate technologies meaningfully. Limitations arising from the theoretical nature of the study are acknowledged, underscoring the importance of future empirical investigations exploring teaching experiences in diverse contexts. Ultimately, the study reaffirms the urgency of valuing teachers as knowledge-bearing subjects and agents of transformation. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso Thu, 05 Mar 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6777 2026-03-05T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6695 Título: EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA NO BRASIL: TRABALHO, DOCÊNCIA E OS DESAFIOS DA FORMAÇÃO HUMANA EM UMA PERSPECTIVA CRÍTICA Autor(es): Fernandes, Daliane Rodrigues; Santos, Lucas de Souza; Mady, Kennedy Castro Primeiro Orientador: Santos, Ana Maria Alves Pereira dos Abstract: This article analyzes the historical and political constitution of Vocational and Technological Education (VTE) in Brazil, discussing its implications for teaching work and the human development of the working population. It starts from the understanding that VTE, throughout its trajectory, has been marked by contradictions arising from the relationship between education, work, and capital, frequently subordinating itself to market demands to the detriment of a critical and holistic education. Based on a qualitative literature review, the study engages with authors of critical theory, such as Freire (1996), Frigotto (2001), Mészáros (2008), and Jessé de Souza (2017), in addition to the analysis of legal documents that guide vocational education in the country. The results indicate that teaching in VTE occupies a central role in the materialization of competing educational projects, requiring integrative, inclusive pedagogical practices committed to human emancipation. It is concluded that the perspective of comprehensive education, integrated teaching, and pedagogical praxis constitutes a fundamental path for the construction of a socially referenced vocational education committed to social transformation. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso Tue, 16 Jun 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6695 2026-06-16T00:00:00Z