Abstract: The introduction of digital technologies into society has revolutionized the way people acquire knowledge, communicate, work and carry out their daily activities. These technologies not only redefine the conception of time and space, but also create new learning demands that directly affect the school. Youth and Adult Education (EJA), as an integral part of society and school, is impacted by these demands, which makes it necessary to discuss the meaning of the inclusion of digital technologies in the pedagogical practice of EJA. In this study, we focused our attention on the understanding that teachers have of the perspectives, possibilities and challenges of this insertion of technologies in EJA. The general objective is to analyze the perspectives, possibilities and challenges that EJA teachers, in the municipality of Porto Calvo – AL, face in relation to the integration of digital technologies into their practice. Specific objectives include: identifying the meanings attributed to digital technologies by teachers, both in their personal use and in their influence and importance for education; analyze teachers’ perspectives regarding the insertion of digital technologies in EJA; map the possibilities found by EJA teachers for using digital technologies in their pedagogical practice; and identify the challenges presented by teachers to the inclusion of digital technologies in EJA pedagogical practice. The theoretical foundation of this study covers productions on EJA, digital technologies and digital technologies in EJA, discussing the functions, lifelong learning and EJA inserted in the information society. We used a qualitative research approach, with the content analysis methodology defined by Moraes (1999), supported by the use of WebQDA software. The data collection instruments include a semi-structured questionnaire and a semi-structured interview, answered by 32 teachers who teach in Youth and Adult Education. Teachers’ perspectives are analyzed in relation to positive, conditional and negative views regarding the insertion of digital technologies in EJA pedagogical practice. The possibilities are considered in the context of teaching, learning, the production of teaching material and the ways of using digital technologies. The challenges are discussed in relation to structural aspects, teacher and student difficulties. The results reveal that the insertion of digital technologies in the pedagogical practice of EJA cannot be seen only as a process of instrumentalizing the student from the perspective of digital inclusion. It needs to be understood in the context of legal rights, the equalizing and qualifying functions attributed to EJA, as a response to basic learning needs, as a factor of social inclusion and as a component of the lifelong learning paradigm.

Keywords: Youth and Adult Education; Digital Technologies; Teaching in Youth and Adult Education.