Continuing teacher training: A look at digital information and communication technologies (ICT)

Abstract

Continued education to teachers fosters the improvement of knowledge and contributes to the expansion of teaching skills and capabilities. Digital information and communication technologies are increasingly taking up space in everyday school life, so it’s important that teachers, when using them in their pedagogical practice, are able to create teaching proposals with learning conditions, requiring continued education. This study aims to foster reflections about continued education to teacher in the context of digital information and communication technologies based on basic education documents and practices developed in the city of Concórdia/SC. The justification is established based on the need for continuous training processes that contribute to a constant movement of learning and knowledge construction with technologies. The methodological approach of the research was qualitative, exploratory and, regarding data collection, it was classified as bibliographic and documentary. As a result, it’s worth noting that, despite the importance of planning and offering continued education from a technology perspective, this is rarely addressed in the documents that guide the teaching work, such as the National Common Curriculum Base (BNCC), the National Education Plan (PNE) and the National Curriculum Guidelines (DCN). With no specific proposals, pointing to the need to review the National Guidelines for Continued Education for Basic Education Teachers. Regarding the implementation of training in the municipality of Concórdia/SC, some were promoted in 2020, but one or none in the following years, which implies a discontinuity in the training process. The methodology used in the continued education, not providing an opportunity for permanent dialogue between the teacher and his/her practice, problematizing it and, thus, not enabling constructions through ICT.