Digital Literacy and the Urgency in Permanent Training for Educators Post Pandemic

The central objective of this article is to produce theoretical reflections on digital literacy for educators in a post-pandemic context.Qualitative research in education was used as a theoretical methodological procedure.During the investigative process, a bibliographical review was carried out based on studies by Coscarelli, Buzato, Kenski, Levy, Moran, among others, seeking to develop a solid theoretical framework for greater solidity in the studies.The studies were systematized and anchored in the delimited bibliography and allowed the following conclusions to be reached: a) technologies brought new expectations to the demands of social literacy practices; b) there is an urgency to adapt technology in the context of teacher training and pedagogical performance; c) teachers' lack of digital literacy; d) technologies need to be mediated in constant dialogue regarding the need for digital citizenship.This study sought to understand the difficulties involved in integrating technological instruments into pedagogical practice, as well as their effectiveness in teaching and learning.Therefore, it is believed that the analysis of this research opens new perspectives to strengthen the conscious thinking of training that meets the needs of technology-mediated learning in basic education in public schools.