FORMAÇÃO DE PROFESSORES DA EJA PARA A CULTURA DIGITAL NA EPT TRAINING OF EJA TEACHERS FOR DIGITAL CULTURE IN EPT

Abstract

This article analyzes the impacts of teacher training (or its absence) in Youth and Adult Education (EJA) on the pedagogical appropriation of digital culture and its effects on professional qualification within Vocational and Technological Education (EPT). It is based on the understanding that digital culture is a structuring dimension of contemporary society, but still faces significant barriers in pedagogical practice, especially due to the lack of teacher training aimed at the critical and contextualized use of Digital Information and Communication Technologies (DICT). The study, of a qualitative, exploratory, and bibliographic nature, conducted an integrative literature review to investigate how the absence of consistent public policies and effective training programs directly affects pedagogical mediation and, consequently, the quality of professional qualification of EJA students. The research problem is: what are the impacts of the absence or insufficiency of teacher training for digital culture on the professional qualifications of EJA students in EPT? The analysis was organized into four thematic axes: teacher training for the use of DICT; challenges of digital culture in EJA/EPT; public policies and institutional practices; and impacts on students' professional qualification. Results indicate that the teacher training gap is not only technical but epistemological, forming a structural cycle of exclusion that current public policies have yet to break. It is concluded that structured public policies, continuous and contextualized teacher training, and inclusive pedagogical practices are indispensable conditions for EJA/EPT to fulfill its emancipatory mission, ensuring greater equity, autonomy, and socioprofessional inclusion of students.