DIGITAL TECHNOLOGIES AS METHODOLOGIES THAT ENHANCE LEARNING IN YOUTH AND ADULT EDUCATION

Abstract

This article investigates the use of digital technologies as active methodologies in Youth and Adult Education (EJA) and PROEJA, in light of Freire's pedagogy and the Socioconstructivist Didactic Codesign (CDS) approach. The qualitative, applied intervention research is grounded in the principles of socioconstructivism and the Design-Based Research (DBR) methodology. Through participant observation, knowledge journals, and collaborative activities, the study sought to understand how technologies, when critically integrated into the pedagogical process, can enhance meaningful, personal, and emancipatory learning. The results indicate greater student engagement, increased autonomy, the development of critical digital literacy, and the redefinition of school spaces as territories of protagonism and knowledge production. The study also discusses institutional, social, and political barriers to the implementation of technologies in EJA, advocating for a critical and transformative perspective on digitally mediated education.

DOI: https://doi.org/10.56238/sevened2025.030-014