Gestão educacional e formação de professores: o uso das tecnologias na educação

Abstract

The use of Digital Information and Communication Technologies (DICT) in education is an emerging topic that demands effective teacher training. This article aims to investigate current practices, identifying gaps in teacher training and evaluating the effectiveness of initiatives already implemented. The research shows that many teachers feel unprepared to use technologies, highlighting flaws in initial training programs. The methodology adopted was a bibliographical research, addressing training practices and challenges faced by educators and managers. The results reveal that, despite the legal guidelines that promote the inclusion of TDIC, its implementation is hampered by institutional resistance, where some schools are reluctant to adopt new pedagogical approaches, and by the lack of adequate infrastructure, such as limited internet access and outdated equipment. Furthermore, the importance of digital skills for educators, often neglected in traditional training, is highlighted. The study concludes that educational management plays a crucial role in promoting effective teacher training, requiring a collective commitment between managers and trainers to guarantee teaching aligned with contemporary technological demands.