DIGITAL LITERACY AND POLICIES OF DIGITAL INCLUSION IN THE INITIAL TRAINING OF SPANISH LANGUAGE TEACHERSITLE

This paper presents the results of a master's degree thesis that aimed to investigate how digital technologies are integrated in the initial training of teachers, in a Undergraduate Course in Language - Portuguese Language and Literature and Spanish Language and Literature, located in a triple border region. As a theoretical basis, the authors Kenski (2003), Ribeiro (2009), Castells (2020), Silveira (2011), among others, were used. With a qualitative approach, the research was realized through the application of questionnaires to academics and professors of the course. The results demonstrated the relevance of providing digital literacy in teacher education. It was also shown that low internet connectivity limits the integration of different digital technologies in teachers' initial training.