In the midst of a cultural reconfiguration enhanced by the diversification and penetrability of Digital Information and Communication Technologies (TDIC) in the social fabric, new educational environments are constituted and the central questions of educational thought are reformulated: if before they were oriented to how to improve learning answers to known questions, today students must be able to identify which are the relevant questions of their time, in order to build possible answers, share them and contribute to collective intelligence. The TDIC bring together features and functionalities that facilitate a wide variety of interactions between people, and a collective knowledge of social construction. Along with its development, several pedagogical possibilities have been proposed and experimented with. The educational demands of the digital culture and the pedagogical reformulations based on the possibilities of ICT require new ways of thinking about teacher training. It is a challenge that requires new content, but also new practices that encourage authorship, protagonism, collective production, collaboration and research. This article reflects on the challenges and pedagogical possibilities of DICT in the constitution of new learning environments in digital culture, analyzes the implications of this context for teacher training and presents a training proposal linked to the School-World Connection Project. At a practical level, some perceptions of the demands of digital culture by teachers of a federal public elementary school are provided.

http://doi.org/10.5007/2175-795X.2021.e70506