(Des)Caminhos na formação continuada de professores com tecnologias digitais em Luziânia/Go (2005-2025): entre o instrumental e o crítico

Abstract

This study, developed within the Research Line “Teacher Education and Educational Work,” aimed to investigate continuing teacher education for pedagogical work with digital technologies offered to teachers in the early years of elementary education in the municipality of Luziânia over the last two decades, with emphasis on educational initiatives and policies, while also considering actions implemented in the state of Goiás. The following specific objectives guided the study: to map national policies for continuing teacher education in digital technologies aimed at the early years of elementary education from 2005 to 2025; to identify and categorize courses and other continuing education actions focused on pedagogical work with digital technologies in the early years of elementary education implemented in the municipality of Luziânia; to characterize continuing teacher education in digital technologies offered to teachers in the early years of schooling in Luziânia in terms of workload, duration, location, target audience, content, and objectives; and to analyze and discuss such education with regard to the knowledge conveyed, the underlying approach, and its relations with school reality. A qualitative documentary study was conducted through the analysis of official documents and records of continuing education initiatives identified at three administrative levels: federal, state, and municipal. Grounded in assumptions about continuing teacher education and the need for teachers’ critical appropriation of digital technologies, the study found that, although the period from 2005 to 2025 registered advances in the expansion of educational offerings, an instrumental and fragmented conception of teacher education still prevails, marked by short-term offerings, the predominance of self-instructional distance education, and weak articulation with the real needs of teaching practice. The study also identified the incipient nature of digital teacher education policies in early childhood education and in the early years of elementary education, as well as weaknesses in the official documentation of educational actions, such as municipal documents lacking complete information on workload and target audience, in addition to discontinuity in such actions. The findings indicate that the continuing education initiatives identified, although they expand the presence of digital technologies in training processes, especially through the use of digital platforms, virtual environments, and technological resources as support for the provision of such actions, still remain far from a critical approach, understood here as one that promotes pedagogical reflection, articulation with the curriculum, teacher mediation, and the problematization of the use of technologies in the school context, thus revealing gaps in the articulation between public policies for continuing teacher education and teaching work.