Linguagem, tecnologia e práxis no AEE: mediações e contradições da formação docente.

Abstract

This article examines the implications of digital technologies in Specialized Educational Services (AEE), emphasizing teacher education and language as pedagogical mediation. Grounded in educational practice, it analyzes how digital culture shapes everyday school life, particularly in teaching relationships with students who are the target of special education policies. It argues that discourses of innovation and efficiency have reshaped the meaning of teaching, at times reducing it to a technical operation. The study is a descriptive, critical essay based on the authors’ formative experiences and a selective literature review. Technology is understood as a social production, crossed by contradictions that demand ethical and political stances. The article advocates critical mediation as the cornerstone of pedagogical practice in AEE, conceiving it as a space of meaning‑making, resistance, and emancipation. By articulating language, teacher education, and technology, it reaffirms the urgency of educational practices committed to listening, inclusion, and collective transformation.