ENTRE ESTÁGIOS E TELAS REPENSANDO PIAGET NA FORMAÇÃO DE PROFESSORES

Abstract

This theoretical study aims to reexamine Jean Piaget’s psychogenetic theory in light of the contemporary challenges of teacher education, especially within contexts mediated by digital technologies. Based on a narrative literature review, the work articulates the foundations of Piagetian constructivism with contributions from Vygotsky, Wallon, Freire, and Kenski. The results indicate that, although genetic epistemology remains relevant, its isolated application is limited when faced with the cultural, affective, and technological diversity of learners. The discussion highlights the need for a critical teacher education approach capable of integrating theory and practice, tradition and innovation. It emphasizes the teacher's role as a mediator in the pedagogical use of technologies and the importance of digital literacy as a transversal competence. The study concludes that updating Piaget’s theory requires incorporating social and technological dimensions that enhance reflective, inclusive, and transformative educational practices.