Abstract
This study describes professional development and the pedagogical use of digital technolo- gies among teachers in the Languages curriculum area in Brazil. A quantitative documentary analysis of the official ICT in Education 2024 tables was conducted, selecting nine indicators and 29 estimates regarding training, pedagogical practices, barriers, and training contents. Survey denominators and sampling error margins were preserved; 95% confidence intervals were derived from the published estimates and margins. Continuing professional develop- ment in the 12 months prior to the interview reached 46.1% of Languages teachers (95% CI 35.9–56.3), while independent learning was reported by 93.9% (90.0–97.8). The use of technologies for lesson preparation reached 99.1% (97.8–100.0). Conversely, 53.9% never asked students to write texts for a website, blog, newspaper, or magazine, and 55.7% never requested podcasts or online radio content. Insufficient computers and tablets posed a major barrier to pedagogical use for 56.7% (46.2–67.2). Among participants in continuing profes- sional development, 76.3% evaluated that it strongly contributed to new methodologies. The results characterize heterogeneous practices and suggest coordinating training opportunities, technical support, and material conditions. The Languages domain does not exclusively identify language teachers, and the aggregated data do not allow estimating individual or causal effects of professional development.