CULTURA DIGITAL NA EJA-EPT: DESAFIOS E POSSIBILIDADES NA DOCÊNCIA DIGITAL (CULTURE IN EJA-EPT: CHALLENGES AND POSSIBILITIES IN TEACHING)

Abstract

This article analyzes the influence of digital culture in the context of Youth and Adult Education integrated into Professional and Technological Education (EJA-EPT), seeking to understand how teachers have incorporated digital practices into their pedagogical routines. The study starts from the finding that the absence of technological infrastructure and effective public policies generates digital exclusion and, consequently, greater difficulties in student retention and success. The main objective is to investigate how EJA-EPT teachers use digital resources, what challenges they face, and how teacher training influences this process. Methodologically, it is a qualitative and documentary research, with analysis of bibliography and institutional reports published between 2010 and 2024. The results indicate that, despite limitations, digital culture can be integrated in an emancipatory way when articulated with critical and dialogical methodologies, promoting student autonomy. It is discussed that teacher training is crucial so that technology is not only an instrumental tool, but an element of a transformative pedagogy. It is concluded that digital culture, when critically and contextually inserted, contributes significantly to the educational and social inclusion of EJAEPT students.