FROM TEACHING EDUCATION TO TEACHING PRACTICE: CRITIQUE OF DIGITAL TECHNOLOGIES IN HISTORY TEACHERS' INITIAL TRAINING AND LESSONS

This article aims to critically analyze the incorporation of Information and Communication Technologies (ICT) within the context of basic education history teachers' initial training, and reflect on the appropriation of these technologies not only technically but in the teaching practice itself. To achieve this, we will make a literature review on the assumption that the use of such technologies in teaching practice should be encouraged by their use in the teacher training process, taking into account the influences and marks that the pedagogical and didactic practices of higher education leave on these future teachers' initial training and consequent actions. Finally, it is concluded that teacher education involves a critical and purposeful ICT training in order to understand and make use of their resources in all social aspects and not only become entangled in technological spells, imbued with different political intentions.