TEACHER TRAINING AND DIGITAL INEQUALITIES: A LOOK AT THE BRAZILIAN REALITY

Abstract

The study aimed to analyze how digital inequalities influenced teacher education and pedagogical practice in the Brazilian educational context. It stemmed from the problem related to unequal access to technology and the lack of proper training for the pedagogical use of digital resources, factors that contributed to the expansion of educational inequalities. The research was bibliographical and qualitative, developed through the analysis of works published between 2019 and 2025 that addressed teacher education, digital literacy, and technological inclusion policies. The results showed that the lack of technological infrastructure and continuing education programs compromised the teaching process and the critical use of digital tools in Classrooms. It was found that teacher education is essential to reducing digital inequalities, as it enhances pedagogical competencies and promotes conscious use of technology. It was concluded that overcoming digital barriers depends on the integration of public policies, infrastructure investment, and the appreciation of teaching work, highlighting the need for further studies to deepen the discussion on the relationship between technology, equity, and education.