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it is evident how technology has involved in recent years at an ever-increasing rate, impacting different areas of society, including education. To recognize the incidence of Information and Communication Technologies (ICT) in Colombian schools, it is valuable to identify the research trends in the 21st century (2000 - 2021) that address this field. In this way, in the present state of the art, because of doctoral research, a search for academic articles is carried out in different databases which addresses the ICT basic and secondary school relationship in Colombia. Subsequently, a qualitative and documentary analysis is carried out from the Grounder's theory perspective in three coding moments: open, axial, and selective. Finally, as a result of the analysis of the documentary corpus, made up of forty-six documents, six research trends can be glimpsed: historical approaches to ICTs at school; ICT teacher training, digital divide, school reconfigurations, youth and teacher subjectivity, "and factors of use of ICTs at school". [ABSTRACT FROM AUTHOR]

This article contextualizes multi-referentiality as a research strategy within the field of education, as it is based on the plurality of readings about the researched object. The experience reported comes from a master's research whose objective was to investigate the reverberations of teacher training in transmediation methodology in pedagogical practices in the classroom. From a qualitative perspective, the multi-referential study used data production instruments such as bibliographic and documentary review, nonparticipant observation, logbook, systematic literature review, semi-structured interview, data systematization through the Iramuteq software, and portfolio content analysis. From this plural look and the connections of meaning, it was possible to elaborate thematic categories that allowed us to look at the data produced with greater amplitude and extract from them the elements for the conversation between teaching practice and the studied theoretical bases. After completing the itinerary, we found that the multireferential approach allowed us to achieve the research objectives from the perspective of studying educational phenomena in a heterogeneous way. With the methodological choices, we concluded that the pedagogical training in transmediation methodology enabled, from the experiments in the classroom, student engagement; the work with language in different media; shared learning; make the student protagonist of their formative process; identify the need for technological appropriation by teachers; and highlighted the need to improve infrastructure in schools in relation to digital technologies. [ABSTRACT FROM AUTHOR]

Various investigations have addressed the historical process of feminization of teaching, emphasizing the production of hegemonic meanings or gender mandates that it has implied. In this article we will propose initial reflections on the incidence of these senses in the formative experiences of students of primary education teachers. To do this, we will analyze the discourses from which the students define the teaching profession and the ways in which hegemonic senses about gender are approached in certain training contexts. Based on the analysis carried out, we propose that, although there are "traces" of feminization mandates in different contexts that make up the formative experience of the students, they are in tension with other approaches, causing ruptures. The methodological approach was carried out from an ethnographic approach in a Higher Institute of Teacher Training in a town in the center of the Province of Buenos Aires (Argentina). [ABSTRACT FROM AUTHOR]

The Digital Humanities, also known as Humanities Computing, form a dynamic area, which articulates knowledge domains with different research methodologies, as a space for innovation, access to information, teaching and research. The aim of this study is to investigate how the theme Digital Humanities is understood in educational contexts for training purposes, especially for teachers. A qualitative approach is used, with exploratory, dialectical, and experiential design, through a systematic integrative bibliographic review, which sought scientific productions in virtual bases and platforms. Thirty- seven scientific articles are investigated, which meet the inclusion and exclusion criteria for data analysis. It is necessary to promote the study and science on the subject to adopt public policies aimed at digital insertion in training processes. [ABSTRACT FROM AUTHOR]

This paper analyzes the process of teacher training under a perspective of using apps from Google Education Plataform in Higher Education Institutions, in Aracaju/SE. This is a qualitative research, with a descriptive and exploratory approach within a field work. Concerning the instrument of data collection, it has been chosen a semistructured research, and teachers were the target audience. The methodology adopted aimed the perspective of content analysis and results for the learning of the participants of the research, with two important factors for the learning of the Digital Information Communication Technology in the learning process: interest and investment in continuing education. [ABSTRACT FROM AUTHOR]

This article is a synthesis a final paper, linked to the scientific initiation, carried out in the pedagogy course. The intention of this article is to demonstrate the students' approach with the Sequential Art / Comics, in the sense to produce a significant learning of the Portuguese language content. The experience aimed to analyze the language of Sequential Art / Comics in Portuguese classes, providing the training of teachers to use this teaching tool in the school environment. Methodologically, we made use of a qualitative research, using the case study and participant observation. Thus, it was possible to infer about the language aspects of Sequential Art / Comics used in elementary school by teachers, in order to promote its use in the classroom. We proposed strategies for using the multiple languages found in Sequential Art. As a result, we could observe that there are flaws in the design and use of different resources in the classroom that arouse the interest of students; we observed, as well, that they can be stimulated through materials that do not require high investments, since they are available to everyone. We conclude that the encouragement to learn the language and its different functions — such as interpretation, reading habits and textual understanding —, are factors that need to be addressed more by teachers, from their professional training to their teaching practice. [ABSTRACT FROM AUTHOR]

Teacher training presents itself as one of the challenges in the contemporaneity. The purpose of this study is to discuss the relationship between theory and practice in education as an essential element for the development ofpedagogical work. From this we aim to analyze how the dichotomy or the unit theory and practice can influence the formation of the teacher. It is a qualitative research, subsidized by the critical-dialectic approach based on the presuppositions of emancipatory education, in which it sees formation as an aspect of education for the humanization and emancipation of the subject. We choose for the bibliographic review with the purpose of compiling its theoretical basis. The perspectives pointed out are justified by the need to reflect the educator's training processes, in order to allow a differentiated vision that contributes to educational actions in the current social context, aiming human development beyond the utilitarian demands of the market. According to the tendencies studied in the scope of this analysis it is evaluated that in teacher training courses it is necessary to overcome the dissociation between content and form, theory and practice, elements that constitute one of the dilemmas of the training programs. With this, it is intended to help professor, teachers and future teachers to rethink the formation of critical subjects in which the purpose is to think about training in a continuous way. [ABSTRACT FROM AUTHOR]

This article states a reflection, with a prospective view, about the elements that mark the relationship between early childhood educator training and current professional demands. Thus, in the light of literature review in different databases such as: Redalyc, ProQuest, Google Scholar, in addition to research, magazine articles, book chapters and government documents, it was consulted information about the 21st century, Early Childhood Education Policies, Inclusive Education, Educational Management, Training Ethics, Prospective and Education. After the process of consulting and analyzing the literature, it is concluded that there is a need to generate training spaces in which public policies in childhood, inclusion and education management converge, in order to respond assertively, from the pedagogical field, to the training demands of educators who build new worlds anticipating future needs. That is why, the formative process of early childhood teachers must promote the thinking, feeling and work of the professional to impact his/her contexts, becoming a project leader and a transformer agent. [ABSTRACT FROM AUTHOR]

The present text is an essay on childhood and teacher education, making approximations and meetings that put in question the school, the education, the teaching, the time. Childhood is not considered a category of chronological time, but an establishing force of possibility, impossibility, questions, interruptions. Childhood is affirmed beyond an age, understood as existence, life, embodied in any body and in another temporality. It is interesting to ask about the childhoods that go through the teacher formation and, perhaps, think not only how we form childhood, but how childhood forms us. How do they potencialize teachers work? Under what conditions do these childhoods arise? Is the teacher becoming a maturation of childhood, childhood or childhood? What gestures tear and explode with the ways we get used to being with the children and the ways we are used to becoming teachers? These questions have accompanied me in the challenge of devoting sensitivity, attention and listening to the senses emanating from childhood, and the childhood that emanates from the senses, in the exercise of being a teacher of Early Childhood Education. Therefore, this work is inspired by the childhoods of children of the Secondary Education of Pedro II College, in childhoods of my teaching with these subjects, in beginnings, openings and beginnings that potentiate to inhabit the school and become a teacher in a childish way. [ABSTRACT FROM AUTHOR]

This paper discourses about the tension between teachers and technologies evidenced by a research made during a teacher training course. The research is exploratory with qualitative analysis and a multi referential training-research methodology and started from the following question: How does the reconstruction of meanings related to digital technologies and education is made in the context of the teachers of Canoas city in Rio Grande do Sul? In order to make the study, an academic extension teacher training course was developed and applied to the teachers of basic education in the b-learning modality (presential and online meetings). In this research it is possible to evidence that the reconstruction of meanings happens in the human's ability of make meanings and this can be seen in the interactions that happened during the course. [ABSTRACT FROM AUTHOR]