ICC - Integrated Cognitive Competencies and Transformative Pedagogy for the incorporating of digital technology in educational processes

The contemporary society was surprised by the speed and constant innovation of technological artifacts, creating in the blink of an eye a new culture based on cognitive development leveraged by the availability of technological infrastructure The study suggests reflections on the contemporary educational pedagogical process assessing adjustments to the speed of learning with cultural changes in the era of the Information Society and presents an alternative way of thinking based on the development of integrated cognitive competencies and transformative pedagogy for incorporating digital technology in educational processes. The applied methodology could be none other than a reflective process strongly centred on critical Pedagogy discussed in the light of questions that seek to answer how society thinks to walk in its humanization process from this new reality on. The result obtained is evaluated through alternative and ways of thinking produced by the DSR – design science research methodology supported by the Focus Group technique made up of specialists and researchers from 2 of the best classified public Universities in Brazil supporting the qualitative discussion. It was prior listened to the manifestation of students and professionals through a questionnaire processed by Smart PLS 3 providing inputs for organizing the qualitative process applied by the specialists. The study, supported by a large bibliography, shows that cognitive development can be built by the formation of new competencies, integrated, and absolutely subordinate to the context of the humanization values of a sustainable planetary society. The analyses are set in the Brazilian reality, however, compared to broader landscapes and universalizing pedagogical thoughts. The studies then converge on the formulation of the thesis ICC - Integrated Cognitive Competences and Transformative Pedagogy for incorporating digital technology in educational processes. Its evolution and research question are presented in the Introduction developed in Chapter 1.The study was set in the Brazilian reality, however, compared to broader landscapes and universalizing pedagogical thoughts. Given this, from the perspective of critical reflection, the study, in our view, becomes a contribution to the renewal of the educational process that is necessary for a new way of inhabiting the biosphere, not only because of the model in course affected for deep technological innovations but mainly for the need to know what can or should be done with this capital of knowledge for the Peace and Good of humanity. Certainly, education must be a target for transformation by the technological revolution, notably through artificial intelligence and other connective media artifacts. We know that there is no structured model to be followed that truly solves this complexity of contemporary living. This work will put technology on the agenda by improving today's educational processes, which include sociological networked associations. However, launching a reflection on the need to rethink also the critical pedagogical values that can guide the cognitive bases of learning. Unfortunately, there are no final recipes, only proposals, and learnings, including pain. We cannot fail to mention at this very moment the terrible experiences with the failed attempts to organize Brazilian public education at a distance due to the pandemic suffered by Coronavirus 19. Comments on this will come in our concluding section supporting the necessary transformative Pedagogy that this country yearns and needs as a saving bridge to the future.