Formação Docente na Cultura Digital

Políticas, Saberes e Desafios da Inovação Pedagógica

Abstract

The objective of this study was to investigate how the content present in official and institutional documents expresses conceptions about teacher training in the digital culture. Using a qualitative approach and a documentary nature, the work examines official documents such as the BNCC (2017/2018), CNE/CP Resolution No. 2/2019, the National Teacher Training Policy, and the Connected Education Program (2017). Content analysis allowed the identification of four central themes: conceptions of technology and innovation, the teacher profile in the digital culture, technology-mediated training, and tensions between discourse and practice. The results indicate that, although the documents recognize the strategic role of digital information and communication technologies (DICTs), an instrumental conception of innovation prevails, which limits the development of reflective and emancipatory practices. It is concluded that teacher training should be understood as a critical, collaborative, and continuous process, in which technology functions as a cultural and pedagogical mediation, and not as a simple tool. The need for public policies that value teacher autonomy and consolidate a culture of training guided by ethical, creative, and transformative principles is advocated.