CHALLENGES FOR TEACHERS IN THE FACE OF EMERGING TECHNOLOGIES IN PUBLIC BASIC EDUCATION

Abstract

High-speed technological transformations impose upon public basic education teachers the need to reconfigure knowledge, practices, and professional identities at a pace that teacher training systems have not yet consistently followed. This article examines the challenges faced by teachers in the face of emerging technologies, identifying the factors that expand or restrict the teacher's capacity to incorporate these resources with pedagogical intentionality. Bibliographic Research was adopted as the methodological procedure, whose potential for systematizing theoretical foundations is endorsed by Souza et al. (2025) and Mathias and Schuhmacher (2025), who address, respectively, the relationships between digital technology and teaching and continuing education as a response to artificial intelligence challenges in schools. Dias (2025) maps the trajectory of active methodologies in the digital age, while Moura et al. (2024) and Santana et al. (2024) analyze, from complementary angles, the institutional conditions under which public education teachers operate in the face of technological innovations. The set of analyses indicates that the central challenge does not lie in the teacher's instrumental relationship with digital tools, but in the structural conditions of training, autonomy, and institutional support that determine whether technology will be incorporated as a transformative element or as an additional layer of demands on already overburdened work.