INCLUSÃO E CULTURA DIGITAL NA EDUCAÇÃO PROFISSIONALIZANTE E TECNOLÓGICA: DESAFIOS E POTENCIAIS DAS PRÁTICAS EDUCATIVAS E INTEGRADAS

Abstract

This article investigates how the recognition of the educational model of Professional and Technological Education (PTE), articulated with the implementation of laws and public policies, influences access to education in Brazil within the context of Digital Culture. Its general objective is to analyze PTE as an integrative proposal that combines general academic and technical knowledge, aimed at fostering the development of critical and socially engaged citizens. Specifically, it seeks to examine federal public policies, understand the teacher’s role as a mediator in the teaching and learning process, and propose strategies to promote greater educational equity. The study adopts a qualitative approach, grounded in content analysis, documentary analysis of federal legislation enacted after the 1988 Constitution, and life histories as an autobiographical methodological framework, articulating theory and teaching practice. Partial results indicate that although the right to education is legally guaranteed, its implementation remains uneven due to structural barriers, weaknesses in public policies, and persistent social inequalities. It is observed that digital culture expands pedagogical possibilities and fosters new forms of learning; however, it requires continuous investment in school infrastructure and teacher training, otherwise risking the deepening of existing exclusions. The analysis of legislation highlights progress in the incorporation of Information and Communication Technologies (ICTs) into education, as well as gaps in their effective implementation, an aspect also identified in the reported teaching experiences. It is concluded that the articulation between Digital Culture, public policies, and PTE holds the potential to democratize access to knowledge and strengthen comprehensive education, provided that it is accompanied by strategies that ensure equity, value social diversity, and guarantee teachers adequate material and professional conditions to fully exercise their role as mediators in the educational process.