CONTINUING EDUCATION FOR THE PEDAGOGICAL USE OF ICTS IN PUBLIC SCHOOLS

Abstract

This article discusses continuing teacher education for the pedagogical use of ICT as a situated professional development process in which didactic decisions, teacher identity, and school management intertwine to sustain learning with equity. The general objective is to analyze how in-service training pathways can overcome instrumentalism and build pedagogical criteria to integrate digital technologies into the curriculum. The study adopts Bibliographic Research, with thematic delimitation, analytical reading, and argumentative synthesis by axes, following Creswell (2010) and Vergara (2016). The development takes Rodrigues et al. (2024), Carneiro and Pesce (2023), and Oliveira (2021) as central authors, articulating technology in teacher education, challenges of in-service training, and learning communities. The text examines working conditions, pedagogical coordination, and formative monitoring, linking ICT decisions to planning, assessment, and curricular integration. It argues that continuing education becomes consistent when grounded in institutional diagnosis, collective time, and feedback, building mediation repertoires and criteria for selecting digital resources focused on the right to learn.