THE IMPACT OF DIGITAL TECHNOLOGIES ON TEACHER EDUCATION: CONNECTIVITY AND PEDAGOGICAL CHALLENGES BASED ON THE SCHOOL CENSUS

Abstract

This article analyzes the connectivity and technological infrastructure conditions of Brazilian schools, discussing their implications for teacher education and the integration of digital technologies into pedagogical practices. The study aims to understand how internet access and the availability of technological equipment help identify the challenges faced by basic education teachers. Methodologically, it is characterized as a qualitative, descriptive, documentary, and bibliographic study, based on data from the School Census of Basic Education, provided by the National Institute for Educational Studies and Research Anísio Teixeira (Inep), and on theoretical contributions concerning educational technologies and teacher education. The findings indicate progress in expanding school connectivity, alongside persistent inequalities among education systems and geographical areas. The presence of internet access in schools does not, by itself, ensure adequate conditions for the pedagogical use of digital resources. The integration of technologies also depends on equipment availability, institutional support, and initial and continuing teacher education. The study concludes that coordinated public policies, infrastructure investments, and ongoing professional development opportunities are necessary to foster technology-mediated pedagogical practices and expand opportunities for inclusive and democratic digital education.