摘要：The present study is the result of a research in which we investigated the comprehension that public school teachers have towards the use of computers in teaching. In this perspective we investigated the contexts, processes, factors, computational resources availability and the results of the educational computing introduction in schools. The data analysis and discussions were based on the theoretical contributions that support the emergent educational paradigm, especially towards computers in teaching and teachers formation. It is a qualitative research which involved the familiarity and the practice with computational tools of eight elementary school teachers of a public school in the city of José Bonifácio, state of São Paulo, Brazil. The research actions were developed in six two-hour meetings and eighteen hours of distant work (online), completing thirty hours. The distance education learning environment “TelEduc” was used. In order to collect data we used questionnaires, reflexive meetings and the fulfillment of activities in the distance learning environment. The analysis of the information led to the conclusion that the lack of ability with computers and the absence of a computational use planning characterized an obstacle in the application of the Computational Environment Room (CER). Keywords: Teacher training; Educational computing; Distance education; Emergent paradigm. DOI: http://dx.doi.org/10.14244/19827199599
