<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022025000100803</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202551272067</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Fragilidades em TIC na formação inicial de professores de infância em Portugal]]></article-title>
<article-title xml:lang="en"><![CDATA[Weaknesses in ICT integration in initial education of Early childhood teachers in Portugal]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Cristiano Rogério]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pedro]]></surname>
<given-names><![CDATA[Neuza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação Unidade de Investigação e Desenvolvimento em Educação e Formação (UIDEF)]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>51</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022025000100803&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022025000100803&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022025000100803&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo aborda a temática da integração das Tecnologias da Informação e Comunicação (TIC) na formação inicial de professores, nomeadamente a formação inicial dos educadores de infância portugueses, para tal, apresenta os resultados de um estudo nacional que analisou os documentos estruturantes dos mestrados em ensino que formam os futuros educadores de infância em Portugal. O objetivo da investigação foi identificar até que ponto os cursos de mestrado em ensino na educação pré-escolar, que formam os futuros educadores de infância portugueses, estão a integrar as tecnologias de informação e comunicação nos seus currículos de formação inicial. O estudo foi desenvolvido com base num corpus documental de 158 fichas de unidades curriculares. A informação recolhida a partir dos documentos foi analisada, através de uma metodologia qualitativa de âmbito descritivo-analítico, apoiada pelas premissas investigativas dos procedimentos de análise de conteúdo. A fim de enriquecer o estudo e enquadrá-lo no contexto europeu, os resultados foram também colocados em análise, considerando o quadro europeu para a competência digital dos educadores (DigcompEdu), e procurou identificar as àreas e as competências do referencial que se encontravam presentes nos programas currriculares dos cursos. Os resultados alcançados foram convertidos em definições operacionais que sintetizaram os conteúdos relacionados com as TIC presentes nos programas curriculares analisados. O estudo concluiu haver uma presença tímida de conteúdos relacionados com as TIC bem como com as dimensões estruturantes do DigcompEdu.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article focus on the integration of Information and Communication Technologies (ICT) in initial teacher education, particularly for early childhood teachers. To this end, it presents the results of a national study that analyzed the structuring documents of curricula of the the master&#8217;s degrees in Early childhood teaching in Portugal. The objective of this research was to identify the extent to which master&#8217;s degrees Early childhood teaching, are integrating information and communication technologies into their curricula. The study was developed based on a documentary corpus of 158 curricular unit syllabus. The information collected from the documents was analyzed using a qualitative methodology with a descriptive-analytical scope, supported by the investigative premises of content analyses procedures. In order to enrich the study and frame it in the European context, the results were also analyzed considering the European Framework for the Digital Competence of Educators (DigCompEdu) specifically by identifying the areas and competences of framework present in the programmes curriculum. The results achieved were converted into operational definitions that summarized the content related to information and communication technologies present in the programmes curriculum. The study concluded that there is a timid presence of content related to information and communication technologies, as well as the domains of the DigCompEdu.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Educação pré-escolar]]></kwd>
<kwd lng="pt"><![CDATA[Formação inicial de professores]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias da Informação e Comunicação]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Early childhood education]]></kwd>
<kwd lng="en"><![CDATA[Initial teacher education]]></kwd>
<kwd lng="en"><![CDATA[Information and Communication Technologies]]></kwd>
</kwd-group>
</article-meta>
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