Educação na cultura digital: novas ambiências de aprendizagem e implicações para a formação de professores

In the context of a cultural reconfiguration intensified by the diversification and penetrability of Digital Information and Communication Technologies (DICT) in society, new educational environments are constituted and the main questions of educational thinking are reformulated: if once they were previously focused on the best ways for students to learn, presently, pupils need to be able to identify what are the relevant questions of their time, in order to build and share possible answers and contribute to collective intelligence. The DICTSs come with new means and functionalities that facilitate various kinds of interactions within people and also between people and the socially-historically-produced knowledge. Along with DICTs development, several pedagogical possibilities have been proposed and experimented with. The educational demands of digital culture and pedagogical reformulations based on the possibilities of DICTs require new ways of thinking about teacher’s education. 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 DICTs in the constitution of new learning environments in digital culture analyzes the implications of this context for teacher’s education and presents a formative proposal linked to the School-World-Connection Project. As elements of empiricism, we bring some perceptions of the demands of digital culture by teachers of a public federal elementary school to illustrate these discussions.