ESTRATÉGIAS PEDAGÓGICAS INOVADORAS PARA A SUPERAÇÃO DE DÉFICITS EM MATEMÁTICA E HABILIDADES DIGITAIS DE ESTUDANTES DA EDUCAÇÃO PROFISSIONAL PÓS-MÉDIO DO EIXO CONTROLE E PROCESSOS INDUSTRIAIS

This article investigates the learning deficits in Mathematics and Physics presented by students in technical education, specifically in the Mechanical and Electrical Engineering courses within the Industrial Control and Processes axis. Although vocational education plays a crucial role in the country's technological development by qualifying specialized labor for the job market, it is observed that students entering these post-secondary technical courses frequently face difficulties in the exact sciences. This gap is attributed to two main factors: the ineffectiveness of learning processes in their initial schooling and the long period of absence from the classroom, since many students return to their studies after a period of professional inactivity. Furthermore, even in the digital age, a significant portion of these students demonstrates a lack of knowledge in using basic software, such as text editors and spreadsheets, which prevents effective interaction with disciplines that require digital competencies. Given this scenario of deficits, the current research adopts an Exploratory-Propositive approach with the goal of diagnosing the magnitude and causes of this triad of deficits (Exact Sciences, Inactivity, and Digital Literacy). Based on an in-depth diagnosis, the study aims to propose a framework of innovative pedagogical strategies, indicating the most viable and contextualized approaches for the remediation of these deficits, thus ensuring the professional qualification of students for the demands of Industry 4.0.