Abstract:
The purpose of this dissertation is to discuss and understand the impacts of digital technologies on technical courses and to identify the difficulties or obstacles related to digital inclusion and the use of basic administrative software. It seeks to identify how the teaching and learning processes are addressed with the students of the technical administration course, based on the schools I worked on, mapping the issues related to access to technology, more specifically, to the use of computers. The need to reflect
on educational processes of technological inclusion is fundamental to understand the changes, new meanings and contradictions assumed in teaching experiences that involves the use of the computer as a tool to aid the learning process of young people and adults. The research is linked to the Research Line Cultures, Languages and Technologies in Education and to the Nucleus of Studies on Technologies in Education (NETE / CNPq), University La Salle - UNILASALLE, Canoas. The theoretical reference
will be based on authors with identification with the proposed theme, such as John Dewey, Pierre Lévy, Edgar Morin, Paulo Freire, Hugo Assmann, Malcolm Knowles, Henry Jenkins, Paula Sibilia, Jürgen Habermas, among others. The phenomenological-hermeneutic process and the research-training were used in relation to the methodological paths covered to reach the objectives of the research, considering the relations established between the subjects and the technologies in the process of teaching and learning. The research was constituted by a review of literature and also by field notes made in the pedagogical practices with the students at the end
of the course, doing work of conclusion of course. Thus, it was explored how the technologies influence the relations and the senses of the learning processes in the technical education, seeking to broaden the knowledge of the area and to allow greater interaction and participation of the students. It is important to emphasize that in the proposed activities of the discipline students used the technologies for entertainment, but were unaware of the basic software needed for the training itself, which demonstrates the need to review the policies of access and democratization of digital technologies in technical education.
