Tramas de sentidos: o bordado da atuação técnico-pedagógica na era pós-digital

Abstract

We live in a post-digital era in which technologies have become constitutive of social and educational life, moving beyond a logic of innovation to integrate pervasively into human practices. In this scenario, education is challenged to re-signify ways of teaching, learning, and interacting, as meaning-making processes are mediated by devices, algorithms, and networks. Within this context, this dissertation investigates the meaning-making of pedagogues and educational affairs specialists (TAEs) at the Federal Institute of Sergipe (IFS) regarding their technical-pedagogical practice in a post-digital environment. Grounded in meaning-making theory, through the lens of Cope and Kalantzis (2020; 2023), the study adopts the metaphor of embroidery to represent the interweaving of voices, experiences, and meanings as threads that compose the collective fabric of educational practice. This qualitative, interpretive case study combines an online questionnaire, a focus group, and field notes as data production instruments. The analytical weaving was conducted based on Analytical Entwining (Boa Sorte et al., 2023), integrated with Generative Artificial Intelligence (GenAI) (dos Santos, Boa Sorte and de Oliveira, 2025; dos Santos, 2024), and interpreted in light of meaning-making and multiliteracies theorizing and its developments (NLG, 1996; Kalantzis; Cope, 2020; Cope; Kalantzis, 2020; 2023). The findings indicate that technical-pedagogical mediation constitutes the central axis of practice, articulating subjects, practices, and educational processes within a sociotechnical backstage that organizes routines and generates tensions around time, presence, and responsibility. Conceptions of technology are marked by ambiguities and formative challenges, requiring critical and proactive human agency to deal with potentials, risks, and mechanisms of control. In everyday professional practice, such ambivalences emerge in systemic and communicational dimensions, as well as in follow-up practices shaped by generational concerns, the use of mobile devices, and the presence of GenAI in school life. Formative and structural gaps reinforce the need for continuing education policies and shared-responsibility actions. The research shows that, when institutionally recognized and strengthened, the technical-pedagogical mediation carried out by pedagogues and TAEs aligns processes, mobilizes subjects, and sustains bonds, transforming technological expansion into meaningful participation through dialogic, reflective agency guided by ethics, justice, and responsibility.