Technical education, curriculum and technologies: what say the national curriculum guidelines?

This paper reflects and analyzes the curriculum of secondary level technical professional education, the Brazilian educational public policy and technologies of information and communication. It understands the tensions and contradictions of the human integral education proposed for this schooling level and discusses about technologies as a human right, defending the need for their integration on curriculum, to create opportunities for social participation and protagonism of the student in contemporary culture. This right is manifested by the conscious, critical and responsible use of information and communication technologies such as culture and language. The research has a qualitative approach and it parts of the documental analysis of national curriculum guidelines for identifying the use and appropriation of technologies that contributes to building the concepts and objectives to develop educational and humanizing projects to high school integrated technical course.