Cultura digital e educação profissional e tecnológica: implicações para prática pedagógica

Abstract

The changes in society are noticeable in the face of the evolution of science and technology. These transformations became much more noticeable with the abrupt change from in-person teaching to emergency remote teaching (ERE) during the pandemic and social isolation. This change in the way of teaching has caused education systems to resort to digital culture as a strategy for the continuity of the educational process. This context caused anguish, however, new experiences and knowledge were acquired. This research analyzed the possible implications of digital culture and teaching during the pandemic on the pedagogical practice of teachers in Professional and Technological Education (EPT), specifically at the Federal Institute of São Paulo (IFSP). From this investigation, it was possible to identify how scientific research discusses the evolution of digital culture in EPT; teaching perceptions about digital culture and its implications in the teaching-learning process; the possible implications of digital culture from emergency remote teaching; and made it possible to identify some of the positive and negative aspects inherited from this intense process of immersion in digital culture. To achieve this objective, a methodological path was outlined consisting of: survey and bibliographic study; Systematic Literature Review (RSL); application of questionnaires and interviews; and data analysis. The initial results of the RSL indicate that the research carried out by the academy around digital culture and Professional and Technological Education covers the importance and use of TDIC for teaching; digital literacy and continuing teacher training for the teacher’s meaningful role in digital culture. Furthermore, for the need to develop research that guides successful experiences, dilemmas and difficulties in the interaction of digital culture and EPT; and the need for institutional encouragement to register and publicize these practices. The information obtained through questionnaires and interviews, applied in the second half of 2022, pointed to the formulation of institutional policies that cover teaching-learning processes in virtual formats; greater openness to distance education and hybrid learning; as well as the expansion of the continuing training policy that includes digital culture to raise teacher awareness of the intersections between education, technologies and new forms of work. In essence, despite the compulsory and improvised context of implementing emergency remote teaching at IFSP, hybrid teaching was strengthened, the appropriation of strategies supported by TDIC was popularized and movements to change the mentality of teachers were noticed. However, resistance persists in the use of virtual formats in the teaching-learning process.