INOVAÇÃO E INCLUSÃO NA EPT: O PAPEL DA CULTURA DIGITAL

Abstract

The study addresses the challenges and possibilities of Professional and Technological Education (PTE) in the context of digital culture, highlighting the implications for innovation and inclusion in Integrated High School (IHS). It investigates how the integration of pedagogical practices mediated by digital technologies can foster comprehensive, critical, and civic education, while considering the historical and social tensions that shape vocational education in Brazil. The objective is to analyze how digital culture can be incorporated into integrative practices in PTE, articulating work, science, technology, and culture, to overcome curriculum fragmentation and promote social equity. The methodology combines a literature review with a critical analysis of formative experiences developed within the Federal Network of Vocational, Scientific, and Technological Education, as well as in state networks, adopting a qualitative and exploratory approach. The results indicate that integrating digital technologies into ISE expands the contextualization of knowledge, supports collaborative practices, and encourages student protagonism, while also exposing inequalities in access, insufficient teacher training, and institutional resistance. The study concludes that digital culture, when understood as a constitutive dimension of social life, can enhance pedagogical innovation and strengthen inclusion in PTE, provided it is accompanied by public policies for democratizing access, investments in teacher training, and the promotion of interdisciplinary practices.