MARINHO, Luzardina Miranda e SilvaANDRADE, Fábio Henrique Barros de2026-09-022026-09-022026https://repositorio.ifrr.edu.br/handle/123456789/526Contemporary society is characterized by the widespread presence of digital technologies in diverse social, economic, and educational contexts. In this scenario, Professional Education is challenged to prepare individuals who are capable of applying scientific and technological knowledge critically, creatively, and innovatively, keeping pace with the continuous transformations of the world of work. However, Mathematics teaching still faces challenges related to students' learning, often resulting from traditional teaching methodologies focused on content transmission and limited contextualization of problem-solving situations. Given this reality, it is necessary to rethink pedagogical practices by incorporating technological resources and digital platforms such as computer laboratories or mobile devices, multimedia projectors, Google Classroom, GeoGebra, Desmos, Kahoot, Quizizz, Padlet, and Canva, which can support the construction of mathematical knowledge in a more dynamic, collaborative, and meaningful way. Digital culture, understood as the set of practices, languages, and forms of interaction mediated by technology, represents an important ally in promoting innovative teaching methodologies that connect mathematical content with students' real-life experiences. This intervention proposal aims to integrate digital technologies into Mathematics teaching in Professional Education by promoting active learning methodologies that encourage student protagonism, problem-solving, logical reasoning, and the development of essential competencies for both professional qualification and citizenship.pt-BRAttribution-NonCommercial-NoDerivs 3.0 BrazilCultura digitalEducação Profissional e TecnológicaPlataformas digitaisTecnologias DigitaisRaciocínio Lógicotcc_especializacaoCIENCIAS HUMANASCIENCIAS HUMANAS::EDUCACAO