Abstract:
With the emergence and expansion of new Information and Communication
Technologies - ICTs, the importance of education is observed in a scenario that
presents clashes around its reception. Thus, one can see a vast expansion of ICTs,
from the second decade of the 21st century. In education, it was no different, since
equipment and software have been made available to help teachers and students in
the teaching and learning process. In the school environment, ICTs are extremely
important to enrich and complement pedagogical practices, providing playful,
attractive activities that go beyond traditional methods – based on a view of students
as passive recipients and the teacher as the sole emitter of knowledge. In this
perspective, the importance of inserting ICTs within the scope of public policies
aimed at education in the process of teacher training for the pedagogical use of ICTs
as a methodological support is also observed. The use of technologies is
fundamental in today's teaching practice, which implies training teachers to use them
as a pedagogical resource that facilitates the search for knowledge by the student in
an effective, critical and contextualized way. In this sense, when talking about these
tools, understanding the origin of the money that finances public policies, as well as
examples of public policies aimed at teacher training, becomes important for
understanding the entire process of inserting ICTs and teacher training for such use.
