Proposição de um framework para inclusão de ferramentas educacionais tecnológicas no processo de capacitação de docentes em instituições de ensino.

Abstract

This dissertation investigates education and teacher training within the context of digital transformation, focusing on workplace learning and technical education. Based on a bibliometric study, the evolution of scientific publications on education and digital transformation was analyzed, identifying key authors, countries, and themes. The results show a continuous growth in academic output in recent years, highlighting digital competencies, interdisciplinarity, and innovation as key elements. In addition, a training proposal was developed for teachers in technical schools, considering the challenges faced in using advanced educational technologies. To understand teachers' perceptions of these challenges and to validate the training proposal, a digital questionnaire was distributed, resulting in 17 responses. The research highlighted the importance of continuous training, even in non-presential formats, and collaborative environments as strategies to promote effective integration of technology into the pedagogical process. Thus, it is concluded that the ongoing professional development of educators is essential for the advancement of digital education, contributing to the formation of a more adaptable, innovative, and technology-ready society.