This study aims to investigate if the curricula of the pedagogy courses, from three public
higher education institutions of the city of Belém, allow teacher education focused on the
critical use of Information and Communication Technologies. The contributions of Paulo
Freire, Miguel Arroyo, Vani Kensky, Pierre Levy, and other authors were used as theoretical
contributions. We chose a qualitative, descriptive and documentary methodology. To analyze
the data, we used Content Analysis. The results revealed that there are indications for the
possibility of critical formation from the use of information and communication technologies,
albeit timidly, among the researched curricula. However, it is concluded that there is a need to
rethink ways to enable this formation in an effective and critical way.
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