The term “historical” exposes the

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Conception that the existence of human beings is historically conditioned, and the dialectical term is the path of contradiction produced in history itself (MARX, 2002). The guiding questions, which encouraged this work, were based on the following reflections: considering current times, professional education aims to dialogue directly with capitalism, is there a market need for professionals to work? Would it be possible to think that this education can really lead man to liberation, there is a way out of alienation, of the dominant ideology? How can this articulation, work and education, be made concrete, based on libertarian thinking? Such questions are intended to be conducive to the main theoretical ideas developed here, and not to be exhausted and/or present concrete and/or rigid answers.

Digital educational technologies aim to permeate innovative practices that facilitate and enhance the teaching and learning process. They cover the profile of students who Phone Number List already use technology in their daily lives. They enable greater interaction between student and teacher, expanding access to information and improving student performance. Teaching that enables an interdisciplinary perspective with the help of technologies allows preparing the subject to live and cooperate in an increasingly globalized society (ARAUJO; VILLAÇA, 2016). Regarding active methodologies, Bacich and Moran (2018) understand them as pedagogical strategies with a focus on the apprentice's teaching and learning processes.



In this aspect, considering the focus is on the student, Volpato and Dias (2017) state that using them makes the student more participatory, collaborative and knowledge builders. They constitute, according to Moran (2017, p. 4), “[…] teaching strategies centered on the effective participation of students in the construction of the learning process, in a flexible, interconnected and hybrid way […]”. They are gaining ground and becoming increasingly common in formal teaching environments, due to their significant contribution to the teaching and learning processes. 2. EDUCATION AND WORK: ONLY MEN WORK AND EDUCATE Saviani (2007) debates the relationship between education and work, presenting distinctions between these two instances that occur as a result of the historical process, defending such terms as inseparable.