Letramento Digital Crítico por meio do Trabalho Pedagógico no curso técnico em Sistemas de Energia Renovável

Abstract

The enhancement of Critical Digital Literacy (CDL) through pedagogical work (PW) within the context of integrated education aims to foster the development of skills for understanding, using, and critically and responsibly evaluating the digital technologies available in cyberculture. This study aimed to analyze the conceptions of pedagogical work necessary for the development of CDL in the integrated education of the Technical Program in Renewable Energy Systems at the Federal Institute Farroupilha – Jaguari Campus. The research adopts a qualitative methodological approach, characterized as a descriptive study with an exploratory dimension for the development of a case study. The sample consists of 10 teachers from the Technical Program in Renewable Energy Systems (SER), integrated into Upper Secondary Education at the Federal Institute Farroupilha – Jaguari Campus. Data were produced through semi-structured interviews, recorded on video and later transcribed, in which teachers’ conceptions regarding the contributions of pedagogical work to the development of CDL, as it unfolded throughout the historical trajectory of the program, were analyzed. Data analysis was conducted using Discursive Textual Analysis (DTA). The study contributes to Research Line 2, Organization and Memories of Pedagogical Spaces in Professional and Technological Education (PTE), within Macroproject 6 – Organization of Pedagogical Spaces in PTE, through a case study of the SER Technical Program.The findings indicate that teachers hold a complex understanding of CDL, seeking to transcend the merely technical use of digital tools. Despite intentional pedagogical practices, the development of CDL is affected by challenges such as unequal access, insufficient technological infrastructure, and certain curricular limitations. Nevertheless, educators strive to address these challenges by integrating CDL into PW, generating a dialectical movement involving social, political, pedagogical, and technological dimensions, fostering critical analysis of reality and aiming at integrated education and student autonomy. The research concludes that the curricular transversality of CDL is a fundamental pillar for enabling the development of pedagogical work and the integral education of students, materializing through collaborative pedagogical practices that overcome knowledge fragmentation and pursue an omnilateral and polytechnical education. As a product of this research, an educational guide in e-book format was created to support the development of PW and promote CDL within integrated education. The e-book is organized into four chapters that sequentially address: the epistemological foundations of PTE, the historical conception of the Integrated SER Program, the conceptual bases for integrating CDL through PW, and, finally, an analysis of teachers' understanding of this integration. This study invites PTE educators to understand and reflect on their mediating role in integrating CDL with pedagogical work. It seeks to foster dialogue and inspire further investigations into this crucial yet still underexplored topic, which is essential for the development of PTE in light of the continuous global technological evolution.