ABSTRACT
The pandemic of COVID-19 imposed social restrictions all over the world, affecting different sectors of society. In education, it was necessary to apply remote emergency activities as a way to enable students to continue their studies. In spite of the efforts and advances achieved, it is possible to observe, in Brazil, a magnitude of challenges that demanded competences from teachers that were not contemplated in their academic training, such as mediation through the resources of Digital Information and Communication Technologies (DICTs), thus revealing a significant deficit in teacher training for today's demands. Considering the importance of integrating DICTs in education, this work, through a review of narrative literature, presents some perspectives on teacher education in Brazil and proposes a reflection on the application of technological resources in the approach of teachers in training courses. This study has implications for the design and improvement of programs and public policies for initial and continuing education. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.