Narrativas digitais na Educação Profissional e Tecnológica: possibilidades pedagógicas e desafios no contexto amazônico amapaense

Abstract

This research analyzes the use of digital narratives as a pedagogical strategy in Professional and Technological Education (EPT) in the state of Amapá, Brazil, aiming to understand their contributions to students’ educational development as well as the main challenges related to their implementation in the Amazonian context. It is based on the understanding that EPT goes beyond technical training, also involving social, cultural, and formative dimensions that contribute to a more critical and integrated education. In this context, digital narratives emerge as a pedagogical possibility that encourages students’ active participation, fostering authorship, creativity, and collaborative knowledge construction. The study adopts a qualitative approach with a bibliographic and documentary design. Academic productions such as articles, dissertations, and theses were analyzed, along with institutional documents related to Professional and Technological Education in Amapá, including Pedagogical Course Projects, teaching plans, and institutional reports. Data analysis was conducted through thematic analysis, allowing the identification of patterns and connections between theoretical frameworks and pedagogical practices involving digital technologies in education. The results indicate that digital narratives contribute to strengthening student protagonism, increasing engagement in school activities, and bringing the teaching and learning process closer to students’ lived realities, especially in the Amazonian context. They also support the development of skills such as research, creativity, and teamwork. On the other hand, important challenges were identified for their consolidation, such as limitations in technological infrastructure, difficulties in internet access, and the need for continuous teacher training. It is concluded that digital narratives have significant potential to enrich pedagogical practices in Professional and Technological Education. However, their effective implementation depends on institutional investment, teacher education, and improved structural conditions in schools.