This article is devoted to analyzing the application of the digital competence frameworks DigCompEdu and TPACK in the pedagogical practice of teachers in Technical Secondary Education (ETNM) in the state of São Paulo. The central purpose is to examine how state networks, represented by the Centro Paula Souza, and federal networks, through the Federal Institutes (IFs) in São Paulo, incorporate these frameworks in order to align the teaching and learning process with the demands of Society 5.0. The study is based on a qualitative approach, supported by documentary analysis of educational policies, institutional guidelines, and pedagogical projects implemented in the respective institutions. The findings reveal a growing theoretical appropriation of DigCompEdu as a parameter for teacher training (Redecker, 2017) and of TPACK (Mishra; Koehler, 2006) as a guide for curricular integration. Nevertheless, significant structural challenges remain, notably the heterogeneity of infrastructure across regions and the lack of institutionally protected time for continuous professional development. It is concluded that innovation in São Paulo’s ETNM has a systemic character and will only be consolidated through policies that address structural inequalities and formally recognize digital competence within the teaching career.