(Digital competencies, curriculum and physical education teacher Education)

The text aims to identify themes related to digital competences in Physical Education teacher training proposals in three countries. By content analysis, statements about media and technology in curricular documents from three higher education courses in Physical Education in Australia, Brazil and New Zealand are categorized according to theoretical frameworks of digital skills for UNESCO and European Union teachers. The categories of “Uses of technology in the didactic field” and “Promotion of pedagogical aspects” are the most explored. New Zealand and Australia’s proposals cover all the dimensions discussed, in contrast to the Brazilian one. It defends an organic articulation of the methodological, critical and productive dimensions of media-education in teacher educatio