TECHNOLOGICAL INNOVATIONS IN BRAZILIAN PUBLIC PROFESSIONAL EDUCATION IN THE POST-PANDEMIC CONTEXT: CHALLENGES AND POTENTIALS

DESAFIOS E POTENCIALIDADES

Abstract

This study critically analyzes technological innovations in Brazilian public professional education within the post-pandemic context, aiming to understand the limits and potentialities of digital technology integration in teaching and learning processes. It is assumed that the COVID-19 pandemic intensified the adoption of educational technologies while simultaneously exposing structural inequalities historically rooted in the access to and use of these resources. Methodologically, this is a qualitative study of a bibliographic and analytical-critical nature, based on the analysis of academic works published between 2018 and 2025, selected according to criteria of relevance and thematic pertinence. The results indicate that, although technologies expand access to information and favor more dynamic pedagogical practices, structural challenges persist regarding digital inequality, insufficient teacher training, and the institutional limitations of public school networks. It is concluded that the effectiveness of technological innovations in public professional education depends on consistent educational policies, investment in infrastructure, and the adoption of critical and contextualized pedagogical practices that place the student as the protagonist of the formative process.