RELAÇÕES ENTRE TECNOLOGIAS DIGITAIS E FORMAÇÃO CONTINUADA DE PROFESSORES DOS ANOS INICIAIS: UMA ANÁLISE BIBLIOGRÁFICA

Abstract

This paper deals with the continuing education of early years teachers, with an emphasis on integrating digital technologies into teaching. The topic is relevant given the technological transformations impacting education, requiring teachers to constantly update their pedagogical practices to keep up with these changes. Continuing education is essential for the professional development of teachers, promoting quality and inclusive education. The aim of this research is to analyze the academic production on the inclusion of technology in the continuing education of early years teachers and its possible contributions to pedagogical work. The methodology adopted was a quantitative bibliographic survey carried out on the CAPES Journal Portal, using specific descriptors such as “continuing education”, “technologies” and “early years” to identify relevant articles. Translated with DeepL.com (free version)The criteria for selecting the descriptors included relevance in time (last 10 years) and a focus on the pedagogical application of technologies. The results indicate that most research focuses on primary education, especially in the early years, and uses qualitative, empirical and action-research methodologies. The studies highlight the importance of developing digital competencies in teachers in order to integrate technologies effectively, facing challenges such as resistance to change and lack of infrastructure. Continuous training with digital technologies enriches the teaching-learning process, making it more interactive by promoting greater student engagement, and collaborative by facilitating cooperation between teachers and students, and is crucial to preparing teachers for the educational challenges of the 21st century.