Práticas pedagógicas mediadas por tecnologias digitais na EPT: desafios e possibilidades para a formação humana integral.

Abstract

This training report analyzes how the reflections and knowledge gained during the Specialization Course in Teaching in Professional and Technological Education (EPT) contribute to an understanding of pedagogical strategies aimed at the social inclusion of young people in the workforce. An autobiographical and reflective approach is adopted, grounded in the author’s educational memoir and in dialogue with theoretical frameworks of EPT, particularly the concepts of work as an educational principle and holistic human development. The methodological approach consists of a critical analysis of the author’s academic and professional trajectory, from basic education in public school through the completion of a bachelor’s degree in Physics and the specialization in EPT. Among the pedagogical strategies, the use of active methodologies mediated by digital technologies - such as PhET simulators and interactive platforms—stands out, as does the development of critical digital literacy. It is concluded that EPT, guided by a humanistic and transformative perspective, fosters the development of autonomous, critical, and socially engaged individuals, making it essential to implement pedagogical practices that integrate science, culture, technology, and student agency.