Technological and Pedagogical Knowledge in initial mathematical training: elements for reflection

ABSTRACT It Digital Information and Communication Technologies (TDIC) are increasingly present in the school environment and also in several studies focused on the teaching practice and the implications of the use of TDIC in the teaching and learning processes. The understanding of Technological Pedagogical Content Knowledge (TPACK) supported by the Knowledge Base detailed by Lee Shulman (1986, 1987), more specifically the Pedagogical Content Knowledge, in the international literature Pedagogical Content Knowledge (PCK), provides elements to reflect on the knowledge inherent to the teacher who uses TDIC for pedagogical purposes. A systematic review of the literature was performed (Brizola and Fantin, 2016; Galvão and Ricarte, 2019 and Campos, Caetano and Laus-Gomes, 2023) in the search for a theoretical framework regarding the practices on the use of Digital Information and Communication Technologies (TDIC). The documental corpus consists of 7 works from the Brazilian Digital Library of Theses and Dissertations (BDTD), 2 theses and 5 dissertations. In the process of delimiting the Analysis Categories, the Atlas.ti software was used. The studies analyzed indicated that the process of appropriation of the use of technologies in education by future teachers corroborates Shulman's (1986, 1987) propositions about the knowledge base for teaching, which is composed of a set of knowledge arising from training, experiential learning and knowledge constructed in interaction with peers. Therefore, the need for a solid articulation between initial training and continuing education of teachers is emphasized, so that both are aligned with the perspective of a digital culture and promote the development of reflective attitudes towards TDIC and its implications in daily school life. The results of the research pointed to the close connection between initial and continuing education, so that an initial education that ignores the technological potential in teaching tends to generate future resistance on the part of teachers.