DESAFIOS PARA IMPLEMENTAÇÃO DA CULTURA DIGITAL E EDUCAÇÃO PROFISSIONAL NA REDE PÚBLICA DO ESTADO DE GOIÁS

Abstract

The integration of digital culture into Vocational and Technological Education (VTE) represents a significant challenge given the rapid technological transformations and the need to articulate technical, cognitive, and socio-emotional skills. In the state of Goiás, the implementation of technical courses integrated into high school aims to expand qualification opportunities and promote civic development, but faces obstacles related to the absence of long-term educational projects, the lack of adequate infrastructure, and the limitations of teacher training. In this context, this research is guided by the following question: how do these challenges compromise the implementation of digital culture in technical courses in the state public school system and what possibilities can be outlined to overcome these barriers? The overall objective is to analyze the challenges of implementing digital culture in VTE in Goiás, focusing on curricular articulation, teacher training, and the adequacy of pedagogical resources and materials. The research adopted a qualitative, exploratory, and descriptive approach, prioritizing the interpretation of phenomena and the attribution of meanings. The methodological approach included a literature review on digital culture, professional education, and teacher training; a documentary survey of the curriculum frameworks of CEPI Nossa Senhora do Montesserrate; and an integrated analysis of secondary and primary sources. The data were systematized using content analysis, which enabled the categorization of emerging themes. Although it did not include empirical fieldwork, the research gathered theoretical and documentary evidence that allows for critical reflection on the limits and possibilities of digital culture in professional education in the public school system in Goiás.