Tecnologias Digitais na Formação Inicial de Professores: Análise da Resolução CNE/CP Nº 4/2024

Abstract

The research, developed as a Final Course Assignment in Pedagogy (UFMS – Câmpus do Pantanal), stemmed from the following problem: how the National Curriculum Guidelines for the Initial Higher Education Training of Basic Education Teaching Professionals, specifically the Resolução CNE/CP nº 4, de 29 de maio de 2024, outline the place of digital technologies in pedagogical practice, considering the training of future teachers who critically understand the digitalized sociocultural context and construct pedagogical practices guided by a human, critical, and emancipatory perspective? In this sense, the study aimed to identify and analyze how the Resolução CNE/CP nº 4/2024 addresses digital technologies in the initial training of Basic Education teachers, highlighting the conceptions present and their implications for the construction of critical and emancipatory pedagogical practices. A qualitative approach was adopted, with a descriptive-explanatory character, organized in two stages: a systematic literature review from the last five years on initial teacher education and digital technologies; and a document analysis of the Resolução CNE/CP nº 4/2024, based on content analysis techniques. As results, the systematic review, in dialogue with the findings of the document analysis, showed that the initial training of teachers must overcome the merely instrumental dimension of the use of technologies. It becomes necessary to promote a critical training that enables future teachers to integrate technology, digital culture, and language in an articulated, reflective, and socially relevant way, avoiding a training process restricted to technical mastery and devoid of critical depth. Thus, the importance of an integral and emancipatory training is reaffirmed, one that strengthens the role of the teacher as a historical, social, and political subject in the context of contemporary education.