Paradoxos da EPT em saúde: as TDIC entre direito constitucional e a realidade da exclusão

Abstract

This study analyzes the integration of Digital Information and Communication Technologies (DICT) in Professional and Technological Education (PTE) in health, investigating the paradox between technological innovation and students' socioeconomic vulnerability. The study aims to identify pedagogical and institutional strategies that promote digital inclusi on without deepening historical inequalities. The methodology is based on an autobiographical training report, articulated with a qualitative integrative literature review, covering recent scientific publications (2025-2026). Results reveal a scenario of profound contrasts, where high-level technical proposals, such as the use of Artificial Intelligence and Blockchain, face critical infrastructure and management barriers within educational institutions. The study identifies the existence of cognitive overload and a dissonance in teaching roles, resulting from a lack of specialized technical support. It is concluded that digital literacy must be understood as a new social determinant of health, requiring educational institutions to act as centers for technological provision. Overcoming the digital divide requires strengthening support ecosystems and valuing the teacher as a mediator of humanized technologies, ensuring that the digital apparatus functions as a mechanism for social mobility and equity within the scope of the Unified Health System (SUS).