CHALLENGES FOR TEACHER IN THE INFORMATION SOCIETY

Abstract

Information and communication technologies – ICT are prominence in a large context of scientific and technological investments. ICT promote changes in production, storage, and dissemination of information and knowledge. This way the present article intents to discuss the impact of information society in education based on the discourse about the democracy of knowledge. For that, some research by (CASTELLS, 2000; SCHAFF, 1995; LÉVY, 1999; MATTELART, 2006; FRIGOTTO, 1996; NAGEL, 2002) were consulted for conceptualize the information society in order to comprehend the role of the technologies in this context. The challenges of teacher to act critically with technologies are expanded increasingly access of information which cause discussion about the traditional approach education. Analysis done by (ALTOÉ, 2003; TERUYA, 2006; BRITO, PURIFICAÇÃO, 2008) revealed the necessity of teacher training for critique and reflexive about the use of technologies in the pedagogical practice. Thus, the research consulted assisted the critique about the characteristics of information society and the implications to teacher’s role in face of increasingly use of technologies.

Keywords: education; teacher training; information and communication technologies.