This research deals with the phenomenon of Technological Literacy (TL) in the context of secondary level Professional and Technological Education. The research was carried out with coordinators of technical courses integrated into high school at CEFET-MG at the Belo Horizonte Unit. The objective of this investigation is to understand TA based on the training processes implemented by teachers based on the perceptions of the coordinators investigated. Understanding how such individuals conceive the concept of TL is necessary in a society that is increasingly connected with digital tools. At the same time, the critical and reflective use of these tools can help in the development of effective educational processes that can help in the discussion of various problem situations that emerge daily in society. Thus, in addition to investigating the conceptions of TA, the contributions of professional contexts to the consolidation of this reflection will be discussed, the possible pedagogical practices that use Digital Information and Communication Technologies (DICT) and limits and potentialities that may exist in the investigative context for training that encompasses the inclusion of technologies in the contexts of Professional and Technological Education. The methodological approach will be qualitative, allowing all the voices of those investigated to be valued. As an analytical path, Discursive Textual Analysis (DTA) will be used. DTA makes it possible to uncover new research phenomena based on a process of unitarization-categorization- description of metatexts on a given investigative topic. The data analysis process – called corpus – is permeated by phenomenological contributions that can facilitate the emergence of new understanding horizons on the research question. Thus, this descriptive-interpretative process makes the researcher assume the position of translator-interpreter of the data, so that we can effectively respond to a given investigative gap. The profile of the interviewees shows that they have extensive teaching experience, all have postgraduate training and training in technical areas, which demands continuous training in the pedagogical area so that teaching practices are not contaminated with notorious knowledge. Furthermore, it is noteworthy that the pandemic scenario influenced the dynamics of CEFET and this influence affected the use of technologies, despite a certain apparent technological resistance on the part of professionals. Finally, the descriptive movement of the metatext showed that being technologically literate must involve the use of digital tools, interaction with social media, having theoretical knowledge and cultivating relationships with Science. Thus, there is an attempt to build contributions that allow the institution's students to become literate through technology. However, those investigated are still focused on simplistic theoretical conceptions on the subject, which can be explained as a result of the training contexts they have, demanding serious continued training focused on the discussion of technologies. Still, there is a strong call for the instrumentalization of technologies that needs to be discussed and theoretical knowledge, despite having emerged from research, is practically non-existent. Regarding connections with Science, the category appears, but there is no mention of which pedagogical practices are implemented that can provide a connection between technologies and scientific knowledge. In this sense, there is an urgent need for training spaces focused on the use of technologies based on current demands and a discussion that combines theory and practice in the search to understand the contributions of this use in the training of students in an increasingly computerized society.