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Competências digitais na formação docente no ensino superior: um estado da arte
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Considerando o mundo no qual o uso das Tecnologias Digitais da Informação e Comunicação (TDIC) têm feito parte de diversas esferas sociais, especificamente, na área educacional, há que se levar em conta que para se ensinar nessa nova sociedade digital, informacional, múltipla, heterogênea, hiper conectada é crucial a formação docente, seja inicial ou continuada. Isto posto, este artigo apresenta um estado da arte tendo como foco pesquisas que discutem a competência digital e formação docente no contexto do ensino superior no cenário nacional. A busca realizada no Google Scholar, tendo como palavras-chave “competências digitais; formação docente; ensino superior”, com refinamento para o período de 2015 a 2025, resultou em 25 trabalhos científicos. Diante dos resultados desse estado da arte, observa-se que as investigações realizadas enfatizam a necessidade de se investir na formação docente no tocante ao desenvolvimento de suas competências digitais. Embora os professores estejam fazendo uso das tecnologias digitais, suas práticas pedagógicas ainda ficam restritas a um uso instrumental, técnico, com predomínio de sua subutilização. Nesse sentido, discutir sobre o conceito de competência digital e desenvolvê-las tendo como base documentos referenciais é de suma importância para que os profissionais da educação promovam práticas pedagógicas orientadas para atitudes críticas, emancipatórias e inovadoras nessa era tecnológica, permeada de IA e tantas outras ferramentas e recursos tecnológicos digitais. Para finalizar, as pesquisas orientam para o uso do DigComp e DigCompEdu como promissores para a implementação de políticas públicas no cenário educacional brasileiro, além de serem utilizados para orientar a aquisição de competência digital docente.
Considering the world in which the use of Digital Information and Communication Technologies (DICT) has become part of various social spheres, specifically in the area of education, it is important to note that in order to teach in this new digital, informational, multiple, heterogeneous, hyper-connected society, teacher training, whether initial or continuing, is crucial. That said, this article presents a state of the art focusing on research that discusses digital competence and teacher education in the context of higher education in the national scenario. A search on Google Scholar using the keywords “digital skills; teacher education; higher education,” refined to the period from 2015 to 2025, resulted in 25 scientific papers. Given the results of this state of the art, it can be observed that the investigations carried out emphasize the need to invest in teacher education with regard to the development of their digital competencies. Although teachers are making use of digital technologies, their pedagogical practices are still restricted to instrumental, technical use, with a predominance of underuse. In this sense, discussing the concept of digital competence and developing it based on reference documents is of utmost importance for education professionals to promote pedagogical practices oriented towards critical, emancipatory, and innovative attitudes in this technological era, permeated by AI and so many other digital technological tools and resources. Finally, research points to the use of DigComp and DigCompEdu as promising tools for the implementation of public policies in the Brazilian educational scenario, in addition to being used to guide the acquisition of digital competence by teachers.
Considering the world in which the use of Digital Information and Communication Technologies (DICT) has become part of various social spheres, specifically in the area of education, it is important to note that in order to teach in this new digital, informational, multiple, heterogeneous, hyper-connected society, teacher training, whether initial or continuing, is crucial. That said, this article presents a state of the art focusing on research that discusses digital competence and teacher education in the context of higher education in the national scenario. A search on Google Scholar using the keywords “digital skills; teacher education; higher education,” refined to the period from 2015 to 2025, resulted in 25 scientific papers. Given the results of this state of the art, it can be observed that the investigations carried out emphasize the need to invest in teacher education with regard to the development of their digital competencies. Although teachers are making use of digital technologies, their pedagogical practices are still restricted to instrumental, technical use, with a predominance of underuse. In this sense, discussing the concept of digital competence and developing it based on reference documents is of utmost importance for education professionals to promote pedagogical practices oriented towards critical, emancipatory, and innovative attitudes in this technological era, permeated by AI and so many other digital technological tools and resources. Finally, research points to the use of DigComp and DigCompEdu as promising tools for the implementation of public policies in the Brazilian educational scenario, in addition to being used to guide the acquisition of digital competence by teachers.
Descrição
Palavras-chave
Competência digital Formação docente Ensino superior Digital competence Teacher education Higher education
Contexto Educativo
Citação
Novelli, J. (2025). Competências digitais na formação docente no Ensino Superior: um estado da arte. Video Journal of Social and Human Research, 4(2), 27-42. https://doi.org/10.18817/vjshr.v4i2.81
Editora
Universidade Aberta | Universidade Estadual do Maranhão