This work aimed to identify how the insertion of digital technologies in Physics and Chemistry degree courses is treated and discussed, through a bibliographical study carried out by Brazilian teachers and researchers. In this context, the following research question was elaborated: what are the contributions to the training of physics and chemistry teachers in issues related to digital technologies in undergraduate courses in Physics and Chemistry? To this end, a search was carried out on the CAPES digital library of theses and dissertations (BDTD) website, from 2011 to 2021. After refinement through reading keywords and abstracts, 19 (nineteen) works were selected research in physics and 6 (six) works in chemistry, intrinsically linked to the development of this research. Data analysis was performed according to Discursive Textual Analysis (ATD) based on Moraes and Galiazzi (2020). The results from a bibliographical survey, in theses and dissertations available at BDTD, showed that research linked to the training of Physics and Chemistry teachers prioritized investigations in initial training, in addition to showing the relevance of the work produced and the need for more research aimed at the insertion of Digital Technologies (DT) in undergraduate courses in Physics and Chemistry, mainly in the northeast region, where the doctoral thesis will be developed. Therefore, the researchers chose to develop research in undergraduate subjects, such as Supervised Internship, Physics and Chemistry Teaching Methodology, Teaching Practice and Teaching Instrumentation.
Keywords:
College education; Teaching Science; Critical Theory of Technology
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