Cultura Digital na Formação Docente: uma Análise dos Projetos Pedagógicos de Curso de Formação Inicial na Educação Profissional e Tecnológica

Abstract

Digital culture has reshaped teaching and learning methods, posing new challenges and opportunities for teacher training, especially in the context of Vocational and Technological Education (VTE). This study aimed to identify the presence and treatment given to themes related to digital technologies in initial teacher training, as well as to reflect on how digital skills are mobilized in pedagogical practice and how the critical and intentional integration of technologies can contribute to teaching innovation and the holistic development of individuals. This is a qualitative research study, developed through bibliographic review and document analysis, in addition to the analysis of guidelines and legislation related to VTE and Distance Education (DE). In the methodological approach, an analysis was conducted of the Pedagogical Course Projects (PPC) and the respective syllabi of undergraduate programs offered by federal institutions in Goiás, seeking to map terms and curricular components associated with digital technologies, digital culture, digital literacy, and digital skills, as well as to verify the existence of specific subjects or content integrated into the curriculum that address these themes.