出版社：Programa de Pós-Graduação em Educação, Universidade do
摘要：The theme proposed in this paper brings some findings of the research “Digital Literacy and Learning on the internet era: a challenge for teacher’s formation” developed by the Knowledge, Interaction and Language Research Group. Based on the historic-cultural perspective and looking forward to answer to one of the questions that guides the research (How do teachers place themselves and act facing the new practices enabled by cyberculture?), we objectify to understand the teacher’s positioning in front of the digital culture. This article makes reference to the field work that carried through reflexive sessions where we discussed the computer/internet on society, at school and in the teacher’s pedagogical practice. Moreover, the teachers took part in a initial incursion into the school computing laboratory with a specialist in this area. We observed in this teacher’s group technophobia signals that were revealed in the difficulties in handling the technological instrument and integrate the use of computer/internet in the school practice. With aid of reflexive sessions, they perceived the importance of reflect their own practice and make the computer/internet an instrument of self process of teaching and learning.
