DIGITAL TECHNOLOGIES: THE TRAINING OF EDUCATORS FOR ELEMENTARY EDUCATION I, FROM A CRITICAL PERSPECTIVE

Abstract

This article presents descriptive research on the use of digital technologies in education and educators’ preparation, regarding to teacher’ training, for their efficient use in their pedagogical practice. Furthermore, it offers a critical and reflective reading on this practice. As a general objective, an analysis is presented of how the use of digital technologies impacts education, especially in elementary school, from the perspective of critical pedagogy, which is defended by Paulo Freire, who evaluates the relevance of training educators in the face of these technologies. To meet this objective, some data relating to teaching practice were investigated through field research with a qualitative approach. This research was carried out via data collection that takes place through semi-structured interviews and content analysis. The importance of training teachers for the effective use of technologies in education is highlighted, supported by authors such as: Paulo Freire (2021); Parente, Valle and Mattos (2015); Bacich and Moran (2018); Moran, Masetto and Behrens (2022). It is concluded that there is a certain deficiency concerning teachers’ training, as well as the updating of educational practice for using digital technologies within schools.