The digital technologies of information and communication - TDIC have contributed
decisively to transformations in several social segments, to the detriment of the use in basic
education, as support for the teacher in the processes of teaching and learning. It impels to
analyze the formation of teachers for the understanding of this new culture that is installed in
the social environment and the effectiveness of the public policy of insertion of these
technologies in the school. Thus, the present study has the objective of analyzing
contributions from the Continuing Education Learning Networks Program, from the National
Program of Educational Technology (ProInfo) to teachers from Tocantins to construct
concepts and extend autonomy through TDIC. It discusses digital technologies in the
Brazilian context and in the State of Tocantins, in relation to the public policy of insertion of
these resources in the educational context and the training of teachers, as a sine qua non
condition to advance the autonomy. A descriptive and exploratory case study, carried out in a
qualitative perspective, in which information was collected, consisted of theoretical
references, official documents and the application of a subjective questionnaire to 27 teachers
who attended the Learning Networks in the year of 2014, within the scope of the Educational
Technology Center - NTE, in Paraíso do Tocantins. The meaning of the course for teachers of
the State of Tocantins is perceptible as they manage to reflect on their new pedagogical role in
the context of technologies, mobilize knowledge about technological tools and extend
autonomy in TDIC. It is considered the importance of a continuous formation that allows the
teacher to overcome traditional ways of teaching, using tools of the digital culture as support
to advance in the critical and autonomous formation of the new subjects of the digital era.
Given the complexities of a constantly changing social context and a school education
surrounded by plural dilemmas, this research is not ready, lacking new looks on the proposed
themes.
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