Palavras-Chave em inglês (Keywords): Media Education; Digital Technologies; Teacher Training; Pedagogy; Curriculum.

Resumo em inglês (Abstract): In contemporary society, we are increasingly immersed in virtual activities mediated by digital technologies, especially those structured by cyberspace. Whether for work, communication, relationships, knowledge production, or learning, these technologies are increasingly present. The boundaries between online and offline in this context no longer seem to exist. Therefore, it is essential to think about Education in this territory, in which there is broad participation and authorship of individuals in the digital world. To shed light on this issue, we proposed to research the initial training of teachers for pedagogical practices mediated by digital information and communication technologies. Thus, our general objective was to investigate how the five highest-ranked Pedagogy courses in each of Brazil's regions have addressed the topic of digital and media education in their regulatory documents and educational practices. Qualitative in nature, the research is anchored in the multi-referential approach, using as data production instruments the documentary analysis of the Course Pedagogical Projects, an online questionnaire with students graduating in Pedagogy, and a semi-structured interview with course coordinators. In addition, workshops will be held for teachers of undergraduate students on Digital and Media Education, one in each Higher Education Institution surveyed, covering issues such as multiliteracies, media literacy and digital citizenship. The workshops will be analyzed based on praxeological research, used to study training in context with a view to understanding the processes and their effects on the transformation of the actors involved. Finally, the aim is to develop didactic-pedagogical proposals for Media and Digital Education within Pedagogy courses. We assume that there is a misalignment between what is offered as training in the courses and what is demanded by the social context and by the students themselves. The preliminary analysis of the course PPCs already indicates: little presence of digital technologies in the curricula; components focused more on technical than critical aspects; absence of themes such as cinema and education, digital citizenship, media literacy, contemporary surveillance, as well as the uses and impacts of artificial intelligence.