AS TECNOLOGIAS DIGITAIS NA FORMAÇÃO DE PROFESSORES DE MATEMÁTICA NO BRASIL: TESES E DISSERTAÇÕES (2018-2023)

This article aims to present a systematic literature review (RSL) on the integration of Digital Technologies (DT) in the training of Mathematics teachers in Brazil, highlighting their contribution to the promotion of innovative pedagogical practices. The research was conducted with a qualitative approach and adopted the content analysis technique for data analysis. 14 relevant works were found, six theses and eight dissertations, using descriptors applied in databases of Brazilian theses and dissertations, such as the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (Capes) and the Brazilian Digital Library of Theses and Dissertations (BDTD), passing through two exclusion criteria and three choice criteria. The results indicate a strong emphasis on the practical application of DT in both initial and continuing teacher training. Theses focus predominantly on initial training, while dissertations balance between initial and continuing training. DTs are recognized for their potential to enrich Mathematics teaching, facilitating the development of technological and pedagogical skills. The analyzes highlight the importance of a critical and reflective approach to the use of DT, aligned with the need for continuous and comprehensive training. It is recommended that longitudinal studies be carried out to investigate the long-term impact of the integration of DT in the training of Mathematics teachers, also exploring the hybrid teaching modality and developing new digital educational resources.