As percepções de estudantes da Educação de Jovens e Adultos Integrada à Educação Profissional e Tecnológica (PROEJA) sobre a inclusão digital ao longo da formação

Abstract

This professional master's research has the general objective of understanding the perceptions of students of youth and adult education integrated with professional and technological education about digital inclusion throughout the technical training of high school. Specifically, the research aims to: check the students' profile of this modality regarding their formative paths, facing digital technologies, and their professional trajectories; notice how the access and use of TDICs happen during training, and its implications for students' social and educational daily life; and to identify the difficulties faced by students, during training and in the search for professional (re)insertion, with regard to knowledge and skills for the use of digital technologies; and to develop a self-instructional and interactive mini course, aimed at continuing teacher training for the integration of digital technologies and their practices. This is a qualitative research on the National Program for the Integration of Professional Education with Basic Education, in the modality Education of Youth and Adults (Proeja). The students of the Refrigeration and Air Conditioning Technician course (Integrated - Proeja), offered by IFPE - Campus Recife, participated in the research. Data collection was performed through the online questionnaire and the semi-structured interview. For data analysis, we used descriptive statistical analysis and thematic content analysis, based on Bardin (2016). The results reveal the traditional and technical nature of the training for students of the EJA integrated to the EPT (Proeja). We verified that teachers do not use technologies in their pedagogical practices, or use them with difficulty, because they do not have the knowledge and skills necessary to enhance the teaching and learning process mediated by digital technologies, which indicates the need for teacher training.The students' perceptions about digital inclusion allowed us to understand that high-level technical education in the EJA modality integrated with EPT does not favor the digital inclusion of students throughout training, since technical training causes damage to the integration of digital technologies in the teaching and learning process. These results supported the elaboration of the educational product that consists of a self-instructional and interactive mini-course, intended at the continuing education of teachers linked to the Proeja, entitled "Introduction to Digital Information and Communication Technologies in Professional and Technological Education: alternatives oriented to digital inclusion”. The integration of the teaching and learning process with digital technologies, throughout professional and technological training, is essential for the promotion of digital inclusion and the integral training of students inserted in the EJA integrated to the EPT, because it contributes to the formation of critical, creative and autonomous citizens in the knowledge society. Therefore, the educational product developed provides opportunities for the continuous teacher training for the didacticpedagogical application of digital technologies, in order to overcome the predominance of educational practices of transmission of contents and promote the integral and omnilateral training of students