DIGITAL TECHNOLOGIES IN YOUTH AND ADULT EDUCATION: CHALLENGES OF EVERYDAY SCHOOL LIFE AND LIMITS OF PEDAGOGICAL MEDIATION

Abstract

This article develops a reflection on the use of digital technologies in Youth and Adult Education (EJA), with emphasis on the challenges present in everyday school life and on the need to guide their use based on consistent pedagogical foundations. It starts from the recognition that digital technologies occupy a central place in social and educational life, also reaching EJA students, whose educational trajectories are marked by diverse experiences and specific demands. In this context, schools and teachers are challenged to rethink pedagogical practices and forms of organizing teaching in dialogue with contemporary digital culture. The study aims to analyze the potential of using technologies in EJA, as well as to problematize the main challenges faced by teachers and the need to establish limits for a critical, balanced, and pedagogically oriented use of these resources. Methodologically, this is a bibliographic study grounded in the contributions of Moran (2007), Lévy (1998), Freire (1996), Kachar (2003) and Moran et al. (2010). The results indicate that technologies can enhance teaching and learning processes by fostering interaction, autonomy, and student protagonism. However, they also reveal challenges related to teacher training, inequalities in access, pedagogical guidance, and the difficulties faced by older students in appropriating these resources. It is concluded that the incorporation of technologies in EJA requires planning, intentionality, and sensitivity to the specificities of the students.