TEACHER DIGITAL COMPETENCIES IN CONTINUING EDUCATION GUIDELINES: A CRITICAL ANALYSIS

The demands placed on elementary education teachers for acquiring competencies and skills involving New Digital Information and Communication Technologies (NDICTs) drive digital literacy practices in the teaching context. Consequently, there has been a significant increase in teacher training programs emphasizing the learning of digital resources (platforms, websites, programs, OERs, media, etc.) for classroom practice. This study aims to investigate the dimensions of the competence framework for teachers at the Brazilian Center for Innovation in Education (CIEB) within the teacher training guidelines of the institution. We analyzed the objectives of the 10 Teacher Training Guidelines for the Use of Technologies from the Training and Experimentation Space for Teachers (EFEX) at CIEB. Based on the 12 sub-dimensions derived from the dimensions of the Digital Competence Framework for Teachers (CIEB, 2018), we identified that the three dimensions are integrated into the training guidelines – pedagogical (in 90% of the guidelines), digital citizenship (in 30%), and professional development (in 20%) – with a greater emphasis on the pedagogical practice. This study reveals that the training guidelines prioritize the application of digital resources over their social and meaningful uses in teacher education, reflecting a conception of teacher digital literacy as application-oriented (HISSA, 2021), a utilitarian perspective (BUZATO, 2006) that, detached from social perspectives of digital literacy, encourages teachers' demand for digital resource consumption.