PROFESSOR IMIGRANTE, ALUNO NATIVO DIGITAL: DESAFIOS DA FORMAÇÃO DOCENTE NA EPT NA ERA DA CULTURA DIGITAL

Abstract

This article analyzes the challenges of teacher education in Professional and Technological Education (PTE) in light of the mismatch between the digital culture of students—“digital natives”—and the pedagogical practices of teachers trained within an analog paradigm. The general objective is to discuss the barriers that emerge from this generational gap and to propose pathways toward continuing professional development that is responsive to the demands of the twenty-first century. To this end, a bibliographic review of the literature was conducted, adopting a qualitative approach and content analysis. The findings reveal that teaching challenges constitute an interdependent ecosystem of pedagogical, attitudinal, instrumental, and institutional tensions. As an original and conceptual contribution, it is concluded that overcoming this scenario does not lie in merely technical training, but in fostering teachers’ critical digital fluency. This innovative concept enables educators to act not merely as technology operators, but as reflective mediators within communities of practice. The transformation of teaching practice, grounded in this critical fluency and supported by institutional policies and active methodologies, represents the most promising response to aligning Professional and Technological Education with the realities of the Network Society.