Abstract
This study aims at presenting data and analyzing the technological training of university professors in Education, which are professors’ mandatory education teachers. Our aim here is to demonstrate and evaluate the curricular structures of training programs for Brazilian university professors primarily based on digital skills and their connection to educational policies to encourage the incorporation of digital technologies in mandatory education. Data were collected from Brazilian public PhD programs in Education higher education and extensive documentary research was performed. The results demonstrated that technological training in the investigated PhD programs in Education is incipient, both in terms of specific training (subjects or topic-oriented) and general training involving knowledge of digital technologies.
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