CULTURA DIGITAL, EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA NO PROCESSO DE ENSINO-APRENDIZAGEM

Abstract

This article delves deeper into the intersection between digital culture, vocational and technological education (VET), and the teaching-learning process, examining how digital information and communication technologies (DICT) reconfigure pedagogical practices in the Brazilian context. Through a systematic qualitative literature review of authors Lévy, Kenski, Mill, Tardif, and Freire, the article analyzes the impact of cyberculture on the training of teachers, administrative staff, and students, highlighting advances such as the integration of collaborative tools and persistent challenges, including digital exclusion, teacher resistance, and gaps in public policies. The objectives include mapping historical theoretical concepts, evaluating innovative methodologies in hybrid environments, and proposing critical recommendations for the inclusive adoption of DICT in VET. The results point to a scenario of legal advances, such as the National Strategy for Connected Schools (ENEC), but reveal inequalities in digital literacy, especially in peripheral regions, compromising educational equity. Critically, it is argued that digital culture, while promoting innovation, is not neutral and can perpetuate socioeconomic and cultural inequalities if not mediated by reflective policies and ongoing training. The discussion emphasizes the need to overcome barriers such as lack of infrastructure and teacher overload, proposing an emancipatory approach that integrates art, culture, and technology to foster digital citizenship.