UTILIZAÇÃO DE TECNOLOGIAS DIGITAIS NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA: UMA REVISÃO SISTEMÁTICA DE LITERATURA

Abstract

Professional and Technological Education (PTE) constitutes a strategic field for Brazil’s social and economic development, by integrating scientific, technological, and civic training. In recent years, the growing digitalization of teaching and learning processes has brought new challenges and opportunities to this educational level. This article presents a systematic literature review, covering the period between 2015 to 2025, on the use of digital technologies in PTE. The survey included the SciELO and Google Scholar databases, as well as specialized journals, resulting in 40 studies analyzed according to relevance criteria, year of publication, and pedagogical focus. The results indicated that 32.5% of the publications emphasize active methodologies and blended learning, followed by gamification and teacher training (17.5% each), virtual and remote laboratories (15%), emerging technologies such as artificial intelligence, augmented reality, and MOOCs (12.5%), in addition to digital inclusion practices (10%). It was shown that the adoption of digital technologies fosters engagement, motivation, student autonomy, and practical learning, especially in technical courses. In higher technological education, resources such as digital platforms, MOOCs, and artificial intelligence stand out for personalized learning. However, the studies reviewed highlight significant obstacles, such as inequality of access, weaknesses in teacher training, and curricula poorly adapted to contemporary demands. These gaps limit the full integration of digital culture into the educational process, reinforcing the need for consistent public policies, investments in infrastructure, and continuous teacher training programs. In this context, it is concluded that the incorporation of digital technologies in Brazilian PTE holds great potential for pedagogical innovation and social inclusion. Nevertheless, its impact can only be realized when aligned with critical pedagogical approaches, updated curricula, and equity strategies, in accordance with the Sustainable Development Goals (SDGs).