CONTINUING EDUCATION FOR TEACHERS ON THE PEDAGOGICAL USE OF DIGITAL TECHNOLOGIES IN THE SCHOOL CONTEXT

Abstract

This article discusses continuing teacher education as a strategy to improve the pedagogical use of digital technologies in the school context, considering the challenges and possibilities that permeate the daily life of teaching. The objective of the study was to analyze how continuous training processes can strengthen pedagogical practice mediated by technologies, favoring planning, mediation, and evaluation that are more coherent with the demands of digital culture. Methodologically, this is a bibliographic research, constructed from the analysis of academic productions and guiding documents on technology in education, teacher training, and professional development, organizing the discussion by thematic axes. The results show that the presence of technologies in schools does not, in itself, guarantee improved learning, as the impact depends on didactic intentionality, working conditions, institutional support, and the consistency of the training offered. It was observed that one-off training actions tend to have little effect on practice, while continuous training paths, linked to actual planning and supported by monitoring and collaboration among teachers, contribute to increasing professional security and the quality of pedagogical proposals. It is concluded that continuing education needs to be understood as a permanent and contextualized process, capable of integrating technologies into the curriculum in a critical, ethical, and meaningful way, while also requiring investment in infrastructure, teaching time, and school organization to become sustainable.