Docência na EJA-EPT em Tempos Digitais: entre Desafios, Inovações e Possibilidades

Abstract

This study analyzes teacher education in Youth and Adult Education integrated with Vocational and Technological Education (EJA-EPT) within contexts shaped by digital culture, aiming to understand the challenges faced by educators, the pedagogical strategies adopted, and the impacts of digital technologies on teaching practices. This qualitative and theoretical investigation was based on a systematic literature review and content analysis, drawing on authors who discuss teacher education, digital culture, and active methodologies. The findings reveal structural and pedagogical obstacles that affect teaching practice, such as fragile public policies, limited technological infrastructure, excessive workload, and resistance to innovation. Conversely, methodologies such as active learning, gamification, and microlearning show potential to enhance autonomy, engagement, and teacher protagonism when applied with pedagogical intentionality and sensitivity to the specificities of EJA-EPT. The study also indicates that digital culture requires technical, ethical, and human competencies, calling for more critical, collaborative, and contextualized professional development processes. The conclusions suggest that, when consciously and purposefully integrated, digital culture can strengthen emancipatory educational practices in EJA-EPT. This research contributes by offering an updated analysis of teacher education and by highlighting the need for structural policies, continuous professional development, and working conditions that enable teachers to experiment, create, and integrate technologies meaningfully. Limitations arising from the theoretical nature of the study are acknowledged, underscoring the importance of future empirical investigations exploring teaching experiences in diverse contexts. Ultimately, the study reaffirms the urgency of valuing teachers as knowledge-bearing subjects and agents of transformation.