Tecnologias digitais, cursos técnicos integrados ao ensino médio e trabalho pedagógico-didático: um estado do conhecimento sobre a produção acadêmica brasileira (2008-2024)

Abstract

This dissertation is affiliated with the research line educational theories and pedagogical practices of the master’s degree program in education at the Federal Institute of Education, Science and Technology of Goiás – Goiânia Campus. Its objective is to analyze academic production on digital technologies in Professional and Technological Education (PTE), specifically in integrated technical secondary education programs offered by the Federal Institutes of Education, Science and Technology (IF), between 2008 and 2024. The study seeks to understand which conceptions of digital technologies and pedagogical-didactic work prevail in the analyzed dissertations, as well as to identify trends, contradictions, gaps, and limits that characterize this field of research. Methodologically, the study is grounded in historical and dialectical materialism (HDM) and adopts procedures typical of a state of the knowledge study, involving the survey, organization, systematization and analysis of a corpus composed of dissertations defended in master’s degree programs. The analysis reveals the predominance of a conception of digital technologies understood as technical-instrumental resources, oriented toward the adaptation of pedagogical practices and the functionality of educational work, with a strong emphasis on the methodological dimension of teaching. To a lesser extent, the study identifies research that advances an understanding of digital technologies as mediations of pedagogical-didactic work, articulating them with the intentional reorganization of educational practices, collaborative activities and integral human formation. A few studies analyze digital technologies as expressions of the productive forces and contradictions of the capitalist mode of production, problematizing processes of intensification of pedagogical-didactic work, precarization of teaching conditions and the deepening of social inequalities. The analyses also reveal significant gaps and silences, particularly regarding the plataformization of education, the datification of pedagogical processes and the algorithmic control of educational work, as well as weaknesses in the appropriation of HDM as a method of analysis. It’s concluded that academic production on digital technologies in integrated technical secondary education within PTE constitutes a field in motion, marked by disputes between antagonistic educational projects, reflecting the historical contradictions of education in contemporary capitalist society and pointing to the need for further critical analyses that articulate digital technologies, pedagogical-didactic work and integral human formation.