As tecnologias digitais como dispositivo de inovação pedagógica na educação profissional e tecnológica: contribuições para uma integração político-pedagógica

Abstract

The advancement of digital technologies and the increasing digitalization of production processes pose new challenges to Vocational and Technological Education (VTE), demanding a critical reconfiguration of pedagogical practices. In this context, this research aimed to analyze how the use of digital technologies can contribute to pedagogical innovation in VTE, based on Antonio Gramsci’s conception of the Unitary School. The investigation, of qualitative nature, was developed through literature review and field research, including semi-structured interviews with teachers of the Renewable Energy Systems technical course, integrated into secondary education, offered at the Federal Institute of Bahia (IFBA), Lauro de Freitas campus. The results indicated that although teachers recognize the pedagogical potential of digital technologies, limitations persist regarding critical training for their use, revealing challenges related to infrastructure, pedagogical intentionality, and the articulation among work, science, and culture. As a result of the study, an online course was designed for teacher continuing education, guided by the principles of the Unitary School and pedagogical innovation. It is concluded that the critical integration of digital technologies in VTE can contribute decisively to strengthening comprehensive human education and addressing educational inequalities.