2025-02-052025-02-052024-10-25https://repositorio.ifal.edu.br/handle/123456789/843his study aims to analyze the integration of Digital Information and Communication Technologies (ICTs) in Chemistry education, focusing on the importance of these technologies in teacher training and pedagogical practices for teaching this subject. The research discusses how the use of digital tools, such as simulations, virtual modeling, and online experiments, can contribute to student engagement and the understanding of abstract chemical concepts. Using the TPACK (Technological Pedagogical Content Knowledge) framework, which proposes the intersection of pedagogical, technological, and content knowledge, the study examines how teachers can combine these dimensions to enhance their teaching practices. The paper also discusses the importance of continuous teacher training, highlighting the need for constant updates on new technological tools and their pedagogical applications, to ensure quality education that keeps pace with societal advances. Additionally, the study analyzes the National Common Curricular Base (BNCC), which emphasizes the importance of incorporating ICTs into teacher training processes for Chemistry educators. The research reveals that, although the adoption of technology in Chemistry teaching has advanced, significant challenges remain in teacher training, which requires continuous reflection on pedagogical practices and the implementation of technologies in science education. This study contributes to the reflection on the role of technology in Chemistry education, proposing a critical analysis of teacher training and the pedagogical practices that should be adopted to prepare students for the educational challenges of the future.ptQuímicaQuímica - EnsinoFormação docenteTecnologias Digitais de Informação e Comunicação (TDICs)Teacher TrainingDigital TechnologiesTrabalho de Conclusão de CursoCIENCIAS EXATAS E DA TERRA::QUIMICA