The research presents the investigation about the initial training of teachers with digital cultural
identity in the western Pará State, Brazilian Amazon, being this a bibliographical, documental
and field study. The theoretical assumptions include discussions about culture and cultural
identity, with emphasis on the contributions of authors of Cultural Studies; as well as the
problematization of the term “digital natives”, coined by Marc Prensky (2001), which has been
popularized in recent years as a reference to the subjects born in the digital era, demarcating the
generations in “natives” and “digital immigrants”. In counterpoint, in Stuart Hall's contributions
(2006), we reflect on the digital culture, the dislocations of postmodern subjects, the emergence
of new cultural identities and the conception of a digital cultural identity. We also present
theoretical discussions about the formation and professor profession, focusing on teacher
education in Brazil and the process of building teacher identity in initial training, highlighting
the higher education and the teaching and learning process of our graduate generations. We
situate these discussions in the Amazonian realities, recognizing that we start from opposite
identity phenomena, since the digital cultural identity presents itself as a new identity and the
Amazonian identity presents itself as a local identity. The methodological assumptions were:
documentary research, investigating the institutional and pedagogical documents of the Federal
University of Western Pará (Portuguese: Universidade Federal do Oeste do Pará - UFOPA) and
its Degree in Educational Informatics (Portuguese: Licenciatura em Informática Educacional –
LIE); and field research using the techniques of participant observation, application of
questionnaires and interviews adapted to the reality of non face-to-face pedagogical activities
or remote activities of UFOPA, due to the pandemic of COVID-19. Documentary Analysis and
Content Analysis were the methods used in the treatment of the data. We weave understandings
about the digital culture in Ufopa and in the LIE/Ufopa and point to specific situations of the
very process of identity construction of the Course and the teacher education process,
highlighting the perceptions of the research participants about the teaching methodologies, the
evaluation and classroom routines, as well as the relationships of teachers with the new
information and communication technologies (NICTs) in teaching practice from the context of
emergency remote classes, and the relationships between professors and students in the
formative process. We recognize that initial training produces teachers with a digital cultural
identity when it is configured, from its pedagogical proposal to the teaching practice, in the
valorization of the digital culture of the postmodern subject. The conclusions converge to the
necessary understanding and discussion of the phenomena of digital culture and digital cultural
identity, and Ufopa, as a young university in the interior of the western Pará State, presents
continuity in its process of institutional maturation that, with the support of the LIE, has
disruptive potential to include and broaden the debates on digital culture in the training of
Amazonian professors.
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