DIGITAL LITERACY IN TEACHER EDUCATION: THE TRAJECTORY OF LED - MATHEMATICS AS AN EXPRESSION OF A NEW FORMATIVE

Abstract

This article analyzes the formative trajectory of the Literacy and Digital Education in Mathematics Teaching subgroup (LED-Mathematics), affiliated with the Collaborative Center for Practices and Research in Mathematics Education at the Federal University of Sergipe (NCPPEM/UFS/CNPq), as an expression of collaborative teaching practices in the context of contemporary curricular and technological transformations. The discussion connects recent public poli cies—such as the BNCC Computing and the National Digital Education Policy—to the challenges of teacher education in mathematics teaching. Grounded in a qualitative approach and structured as a case study, the research is based on the systematization of records produced by the group during its formative activities. The results highlight the role of collaborative groups as autonomous training spaces in which teachers build knowledge through listening, practice, and shared responsibility. By describing an activity focused on computational thinking, the study illustrates how the group engages with curricular guidelines to design contextualized educational proposals. The findings suggest that, although the experience is still in development, it points to possible paths for constructing more situated and participatory mod els of professional teacher development.