Education and technologies

Trends and impacts on teaching practices in Vocational and Technological Education

Authors

DOI:

https://doi.org/10.55028/edutec.v6i1.25166

Keywords:

Digital Technologies, Professional and Technological Education, Teacher Education, Pedagogical Innovation, Digital Educational Resources

Abstract

In the contemporary context, Digital Technologies have become structural elements of Professional and Technological Education (PTE), reshaping teacher education and pedagogical practices in dialogue with the demands of digital culture. This article aims to analyze recent theoretical discussions on the use of digital technologies as a strategy for pedagogical innovation, with emphasis on the personalization of teaching, the expansion of interactivity, and the strengthening of pedagogical mediation. This qualitative study, exploratory and descriptive in nature, was developed through a literature review conducted in specialized scientific databases, considering publications predominantly published between 2024 and 2025. The literature analysis revealed that digital tools such as virtual learning environments, collaborative platforms, gamification resources, and artificial intelligence-based systems enhance opportunities for interaction, engagement, and personalization in teaching and learning processes. The analyzed studies also highlighted challenges related to teacher education, digital inclusion, technological infrastructure, and the critical and ethical use of these technologies. It is concluded that the integration of digital technologies into PTE has the potential to strengthen innovative pedagogical practices aligned with the principles of integral human development, provided that such integration is articulated with critical, contextualized pedagogical approaches committed to the emancipation of individuals.

Author Biographies

  • Gerson Barbosa de Oliveira, Instituto Federal do Tocantins, Palmas, TO, Brasil

    Master's degree in Professional and Technological Education (ProfEPT) from the Federal Institute of Tocantins - IFTO (2024). Specialist in Teaching for Professional and Technological Education (DocentEPT) from the Federal Institute of Espírito Santo - IFES (2021). Specialist in Public Management from the Federal University of Tocantins - UFT (2018). Graduated in Public Administration from the State University of Tocantins - UNITINS (2016). Teacher trainer at the Federal Institute of Tocantins - Paraíso do Tocantins Campus in the Higher Education Course in Public Safety Technology (2022-2023). He is a professor/instructor in the Training, Qualification, Improvement, and Specialization courses at the Tiradentes Military Police Academy (APMT) of the Tocantins Military Police (PMTO). He has experience in the areas of Administration (with an emphasis on Public Administration, Public Management, and Educational Administration); Public Safety; and Teaching in Technical and Higher Professional and Technological Education.

  • Claudio Castro Monteiro, Instituto Federal do Tocantins, Palmas, TO, Brasil

    He holds a PhD in Electrical Engineering from the University of Brasília - UnB (2012), having developed a thesis that proposed a framework to reduce handover latency between heterogeneous wireless networks; a Master's degree in Computer Science from the Federal University of Paraíba (1997); Bachelor's degree in Data Processing Technology from the University of Amazonia (1990); Bachelor's degree in Mathematics from the Federal Institute of Tocantins (2022). In addition, he is a professor at the Federal Institute of Education, Science, and Technology of Tocantins, leader of the Computer Networks Research Group (GREDES), where he also teaches in the Graduate Program in Professional and Technological Education (ProfEPT). He has experience in the field of Computer Science, with an emphasis on wireless networks, network protocols, QoS/QoE, and operating systems with institutional links.

  • Rodrigo Carvalho Dias, Instituto Federal do Tocantins, Palmas, TO, Brasil

    He holds a PhD in Mathematics Education from Anhanguera University in São Paulo (2018), with a sandwich period at the University of Lisbon, a Professional Master's Degree in Mathematics (PROFMAT) from the Federal University of Tocantins (2013), a Specialization in Mathematics from Anhanguera University – UNIDERP (2004), and a Bachelor's Degree in Mathematics from the same institution (2002). He began his teaching career in 1999 in Campo Grande (MS) and is currently a Professor of Mathematics for Basic, Technical, and Technological Education (EBTT) at the Federal Institute of Education, Science, and Technology of Tocantins (IFTO) – Palmas Campus, where he also teaches in the Graduate Program in Professional and Technological Education (ProfEPT) and in Technical Courses Integrated with Secondary Education.

References

AYDIN, Omer; KARAARSLAN, Enis; ERENAY, Fatih Safa; BACANIN, Nebojsa. Generative AI in Academic Writing: A Comparison of DeepSeek, Qwen, ChatGPT, Gemini, Llama, Mistral, and Gemma. arXiv, 2025. Disponível em: https://doi.org/10.48550/arXiv.2503.04765. Acesso em: 8 mar. 2025.

BARDIN, Laurence. Análise de Conteúdo. Tradução de Luiz Antero Reto e Augusto Pinheiro. São Paulo: Edições 70, 2016.

BARRETO, Raquel Goulart. Tecnologias na educação brasileira: de contexto em contexto. Revista Educação e Cultura Contemporânea, [S. l.], v. 16, n. 43, p. 218–234, 2019. Disponível em: http://dx.doi.org/10.5935/2238-1279.20190011. Acesso em: 16 maio 2025.

BRASIL, André de Oliveira Moura; AMARAL, Lincoln. Tecnologias da Informação e Comunicação no Ensino de Ciências e Biologia: Dificuldades e Possibilidades. Revista Sítio Novo, Palmas, v. 9, e1648, 2025. Disponível em: https://doi.org/10.47236/2594-7036.2025.v9.1648. Acesso em: 8 mar. 2025.

CHEVALLARD, Yves. Sobre a teoria da transposição didática: algumas considerações introdutórias. Revista de Educação, Ciências e Matemática, [S. l.], v. 3, n. 2, 2013. Disponível em: https://publicacoes.unigranrio.edu.br/recm/article/view/2338. Acesso em: 3 ago. 2026.

DUARTE, Michael Santos; BONFIM, Fabrício Vieira; LEÃO JUNIOR, Reginaldo Gonçalves. Inteligência artificial na educação profissional e tecnológica: perspectivas para o processo de ensino-aprendizagem e o mundo do trabalho. Revista Foco, v. 17, n. 11, e6815, 2024. Disponível em: https://doi.org/10.54751/revistafoco.v17n11-068. Acesso em: 2 jun. 2025.

FERREIRA, Sabrina de Brito; PAVÃO, Juliane Andressa; MATTIELLO, Kerla; RIBEIRO, Roberto Rivelino Martins. Google Classroom como aliado no ensino presencial: a experiência de professores e alunos de ciências contábeis. Revista Gestão Universitária na América Latina (GUAL), v. 18, n. 1, p. 198–219, 2025. Disponível em: https://doi.org/10.5007/1983-4535.2025.e103767. Acesso em: 8 mar. 2025.

FRANCO, Bárbara; RICARDO, Marcela; AMÂNCIO, Sara; PEREIRA, Willian. Metodologias ativas de aprendizagem da língua inglesa: explorando Mentimeter, Padlet e Lyrics Training. Revista CBTecLE, v. 8, n. 1, p. 124–135, 2024. Disponível em: https://revista-cbtecle.cps.sp.gov.br/index.php/CbTecle/article/view/1186. Acesso em: 27 maio 2025.

GIL, Antonio Carlos. Métodos e técnicas de pesquisa social. 6. ed. São Paulo: Atlas, 2008.

GRAMSCI, Antonio. Cadernos do cárcere. Edição e tradução de Carlos Nelson Coutinho; coedição de Luiz Sérgio Henriques e Marco Aurélio Nogueira. 3. ed. Rio de Janeiro: Civilização Brasileira, 2004. v. 2.

KLIEMANN, Carmen Frantz; ALVES, Telma Teixeira; MACHADO, Sandra Aparecida. Tecnologias digitais de informação e comunicação e o trabalho colaborativo entre professores do ensino comum e educação especial. Revista Teias de Conhecimento, [S. l.], v. 1, n. 5, 2025. Disponível em: https://doi.org/10.5212/RevTeiasConhecimento.2025.24222. Acesso em: 10 mar. 2025.

LÉVY, Pierre. Cibercultura. Rio de Janeiro: Editora 34, 1999.

NARCISO, Rodi; FERNANDES, Allysson Barbosa; FONSECA, Elias Gomes; ESPOSITO, Geli Eliane; DIAS, Graciele; GOMES, João César Xavier; KLAUCH, Jorge José; LIMA, Laise Katiane Alencar; SALAZAR, Ozângela Araújo Lima; MENDONÇA, Sebastiana Maria. Tecnologias de ensino híbrido: integrando ferramentas digitais nas salas de aula tradicionais. Revista Ibero-Americana de Humanidades, Ciências e Educação, [S. l.], v. 10, n. 3, p. 149–163, 2024. Disponível em: https://doi.org/10.51891/rease.v10i3.13063. Acesso em: 15 mar. 2025.

OLIVEIRA, Larissa Maria de; SANTOS, Rafael Ferreira dos; FERREIRA, Gustavo Lopes; SCHÜTZ, Jenerton Arlan. Kahoot como ferramenta de aprendizagem de biologia: uma prática da residência pedagógica no ensino médio integrado. Revista Políticas Públicas & Cidades, [S. l.], v. 13, n. 2, e1144, 2024. Disponível em: https://doi.org/10.23900/2359-1552v13n2-225-2024. Acesso em: 3 jun. 2025.

PACHECO, Eliezer Moreira. Os institutos federais: uma revolução na educação profissional e tecnológica. Natal: IFRN, 2010. E-book. ISBN 978-85-89571-68-5. Disponível em: https://memoria.ifrn.edu.br/bitstream/handle/1044/1013/Os%20institutos%20federais%20-%20Ebook.pdf. Acesso em: 16 maio 2025.

PELAGES, Rodrigo Gonçalves; MASSINI, Alice Medeiro de Carvalho; AZEVEDO, Elaine Carvalho de; PERIM, Fabiana de Carvalho Ribeiro; SOUZA, Fabrícia Silva Romão de; LOPES, Kalebe da Silva; BRITO, Monique Silva de; FRAGOSO, Nágela da Silva Costa; MORAES, Raquel Rezende; PINHEIRO, Telma da Silva; CARVALHO, Valéria Marvila. O uso das ferramentas Google na educação: Drive, Forms e Sala de Aula. Revista Foco, v. 17, n. 6, e5364, 2024. Disponível em: https://doi.org/10.54751/revistafoco.v17n6-054. Acesso em: 15 mar. 2025.

PEREIRA, Adriana Soares; SHITSUKA, Dorlivete Moreira; PARREIRA, Fabio José; SHITSUKA, Ricardo. Metodologia da pesquisa científica. 1. ed. Santa Maria: UFSM, NTE, 2018. E-book. Disponível em: https://repositorio.ufsm.br/bitstream/handle/1/15824/Lic_Computacao_Metodologia-Pesquisa-Cientifica.pdf. Acesso em: 16 maio 2025.

PITUBA, Filipe Oliveira. Gamificação na educação: a utilização de jogos como forma de melhorar o engajamento dos alunos e os desafios para a educação pública. Revista Sociedade Científica, v. 7, n. 1, p. 270–276, 2024. Disponível em: https://doi.org/10.61411/rsc202421317. Acesso em: 3 maio 2025.

QUADROS, Samanta Medina de; MENEGHETTI, Cinthya Maria Schneider. Explorando a utilização de IA no planejamento de aulas de matemática. Educação Matemática em Revista-RS, v. 1, n. 26, 2025. Disponível em: https://doi.org/10.37001/EMR-RS-v.1-n.26-2025.4510. Acesso em: 3 maio 2025.

RAMOS, Marise. Ensino médio integrado: ciência, trabalho e cultura na relação entre educação profissional e educação básica. In: MOLL, Jaqueline et al. (org.). Educação profissional e tecnológica no Brasil contemporâneo: desafios, tensões e possibilidades. Porto Alegre: Artmed, 2010. p. 42–57.

REGIS, André Souza; BRITO, Michelle de; SILVA, Suely Gomes da. Contribuição da inteligência artificial para a educação: potencialidades, desafios e perspectivas. Revista Ibero-Americana de Humanidades, Ciências e Educação, v. 11, n. 1, p. 2681-2699, 2025. Disponível em: https://doi.org/10.51891/rease.v11i1.17979. Acesso em: 1 abr. 2025.

SABBAG, Deise; SOUSA, Dayane Teixeira de. Gamificação na organização do conhecimento: análise preliminar de plataformas gamificadas. Revista Brasileira de Educação em Ciência da Informação, São Paulo, v. 12, n. 1, p. 1–33, 2025. Disponível em: https://doi.org/10.24208/rebecin.v12.373. Acesso em: 3 abr. 2025.

SILVA, Francielly Almeida Gonçalves da; PAVANI, Gustavo Sanches. Uso da inteligência artificial no ensino técnico. RevistaFT, v. 29, n. 141, 18 dez. 2024. Disponível em: https://doi.org/10.69849/revistaft/cs10202412182126. Acesso em: 1 jun. 2025.

TRINDADE, Cícero da. Ferramentas colaborativas e cultura digital na educação: uma análise da literatura. Revista Ibero-Americana de Humanidades, Ciências e Educação, [S. l.], v. 11, n. 1, p. 24–32, 2025. Disponível em: https://doi.org/10.51891/rease.v11i1.17688. Acesso em: 1 maio 2025.

VALENTE, José Armando. Aspectos críticos das tecnologias nos ambientes educacionais e nas escolas. Revista Educação e Cultura Contemporânea, [S. l.], v. 2, n. 3, p. 11–28, 2005. Disponível em: https://mestradoedoutoradoestacio.periodicoscientificos.com.br/index.php/reeduc/article/view/4891. Acesso em: 16 maio 2025.

VIANA, Thiago C.; DUARTE, José Carlos; PESSOA, Marcela. Podcast como ferramenta para a aprendizagem no ensino médio: um estudo de caso. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 35., 2024, Rio de Janeiro. Anais [...]. Porto Alegre: Sociedade Brasileira de Computação, 2024. p. 2582–2590. Disponível em: https://doi.org/10.5753/sbie.2024.244597. Acesso em: 1 maio 2025.

VIEIRA, Sandrielem Correa; MAFRA, José Ricardo e Souza. Formação docente e a utilização de tecnologias digitais na educação básica. Revista Prática Docente, [S. l.], v. 10, n. 1, e25006, 2025. Disponível em: https://doi.org/10.23926/RPD.2025.v10.e25006.id1052. Acesso em: 5 maio 2025.

Downloads

Published

2026-09-29

Issue

Vol. 6 No. 1 (2026): Rolling pass

Section

Scholarly articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Edutec uses the Creative Commons License - Attribution 4.0 International as a basis. It believes in the importance of the open access movement in scientific journals, such as the Open Archives Initiative.

By submitting a text to the journal, the authors agree to the following terms:

  1. The authors agree to license works accepted for publication under the Creative Commons License - Attribution 4.0 International.
  2. With CC-BY 4.0 licensing, authors maintain intellectual rights over the text and grant Edutec the right to first publication.
  3. The authors authorize the sending and indexing of texts written by them in databases and academic and scientific information portals.
  4. Authors are allowed and encouraged to publish and distribute their work online, in institutional repositories, on personal pages and academic social networks, after the editorial process, as long as the forms of licensing and presentation of the text are respected, in addition to the indication of the place of origin of the publication, in this case, the link to the Edutec.
  5. The authors of the works published in the Edutec are expressly responsible for their content.
  6. All works submitted to Edutec that have images, photographs, figures in which images of human beings are registered in their bodies must be accompanied by an Image Use Authorization Term by the member participating in the image and, in the case of children, family members of exposed children, with data and signature.
  7. In commitment to practices for the openness and popularization of science, Revista Edutec may create content (including with the participation of Generative Artificial Intelligence, always with editorial supervision) for scientific dissemination of the publication on social media, citing the authorship and the access link.

How to Cite

OLIVEIRA, Gerson Barbosa de; MONTEIRO, Claudio Castro; DIAS, Rodrigo Carvalho. Education and technologies: Trends and impacts on teaching practices in Vocational and Technological Education. Edutec - Education, Digital Technologies, and Teacher Education, [S. l.], v. 6, n. 1, 2026. DOI: 10.55028/edutec.v6i1.25166. Disponível em: https://periodicos.ufms.br/index.php/EduTec/article/view/25166. Acesso em: 2 oct. 2026.
Crossref
Scopus
Google Scholar
Europe PMC