2026-05-052026-05-052026-03-13Silva, André Felipe Barros da. A transformação de conteúdos em conhecimento: a aprendizagem significativa por meio de tecnologias informacionais na Educação Profissional e Tecnológica / André Felipe Barros da Silva. – Dados eletrônicos (1 arquivo: 843 KB). – 2026. Sistema requerido: Adobe Acrobat Reader. Modo de acesso: Internet. Orientação: Prof. Me. Pablo Fabrício da Conceição. Pós-Graduação Lato Sensu em Docência na Educação Profissional e Tecnológica – Instituto Federal de Alagoas, Campus Arapiraca, Arapiraca, 2026. 1. Práticas pedagógicas. 2. Mediação docente. 3. Cultura digital. II. Título.https://repositorio.ifal.edu.br/handle/123456789/3033The paper, structured as a training report, analyzes the articulation between information technologies and the Meaningful Learning theory as a strategy to transform content into knowledge within the scope of Professional and Technological Education (PTE). The main objective was to investigate how the intentional use of ICTs can promote more effective pedagogical practices, overcoming the merely transmissive teaching model. The theoretical framework was based on Ausubel's concepts of subsumers, Moreira's meaningful and critical learning, and Freire's emancipatory pedagogy. The methodology followed a theoretical-propositive approach, grounded in Donald Schön's perspective of the reflective practitioner, integrating the theoretical framework with the author's practical experiences in teaching applied technology courses in technical training for the fields of administration, healthcare, and information technology. The praxis, combined with the researcher's technical expertise, supported the pedagogical intervention proposal presented. The results indicate that technology, when used as a cognitive tool rather than a merely instrumental one, acts as a structured support that favors student autonomy and strategic teacher mediation. It is concluded that the management of technical knowledge requires a balance between technological innovation and pedagogical rigor, with human mediation being the central element to ensure that digital culture contributes to the integral and critical training of the future professional.ptAttribution-NonCommercial-ShareAlike 3.0 BrazilPráticas pedagógicasMediação docenteCultura digitalAprendizagem significativaTecnologias informacionaisEducação Profissional e tecnológicaFerramenta cognitivaMeaningful learningInformation technologiesProfessional and technological educationTeacher mediationCognitive toolTrabalho de Conclusão de CursoCIENCIAS HUMANAS::EDUCACAO