Familiarity-Strangeness: Movements on Actualization of a Project of Mathematics Teachers Technological Formation

The challenge of the forming of mathematics teachers from a perspective where digital technologies (DT) are present has guided our investigative effort. As a result of such effort, we found that when technologies are inserted in the educational sphere and conceived as a product, some discourses converge to having instruments training teachers to use them and later relay them in classrooms. In this sense, we came to understand that the analyses are based on data such as the lack of training of teachers to deal with technology, the lack of updated DT in schools, the lack of maintenance of laboratories, etc., veiling educational possibilities. Assuming the Heideggerian philosophy, we talk about dwelling in the technological environment where teachers and other professionals involved can work being-with each other and with cyberspace. So, they are on a movement of forming and being formed, as they belong to the continuous movement of action to delineate the way of being a teacher in the sense of becoming (Devir (from the Latin word devenire.)). We want to bring to the reader a possibility of understanding and reflecting about dwelling with digital technologies in contemporaneity, which favors the understanding of technological education.