TEACHER EDUCATION FOR DIGITAL TECHNOLOGIES IN BASIC EDUCATION: CHALLENGES, PRACTICES, AND PERSPECTIVES IN THE MUNICIPAL SCHOOL SYSTEM OF CASTELO (ES), BRAZIL

Abstract

This research examines teacher training for the use of digital technologies in the municipal network of Castelo, focusing on contemporary digital culture. The central problem highlights infrastructural precariousness and generic training models that hinder effective pedagogical transposition. The main objective is to analyze the training process of these teachers to integrate digital resources into the school curriculum reflexively. Methodologically, the study is characterized as exploratory and descriptive, with a qualitative approach, using questionnaires and interviews processed through rigorous content analysis. Results demonstrate significant obstacles, such as obsolete infrastructure, yet reveal promising strategies based on student authorship and the strengthening of professional learning communities. It is suggested that future research explores the longitudinal impact on academic performance and the influence of artificial intelligence on local teaching-learning relationships. It is concluded that educational success depends on balancing technical support with permanent human appreciation to consolidate innovative and socially relevant practices within the daily routine of basic education.