Nem tudo que cai na rede é peixe: saberes docentes e possibilidades educativas na/da internet ; Not everything that falls on the net is fish: teaching knowledge and educational possibilities on / from the internet

The new communication and infoimatíon technologies (NCIT) have made changes in the human beings, by developing new markets, new ways of interaction between the people and the world. We have got to ask ourselves what possibilities and limits are offered by those technologies to the educational practice, noticing that we can’t choose not to have them anymore. ., , , As we associate the use of the Internet with docent s practice, we are supported by the idea which says that the NCIT incorporation happens in the educational process, by not change the teacher into an efficient computing technician, but in the teacher’s knowledge’s mobilization We suppose that because of the pedagogical needs, knowledges are moved on, which show up other possibilities and necessities as well in an endless process of reconsideration for education practice. So, we want to fínd out: (a) What are the educational possibilities on/of the Internet? (b) What knowledges are moved by the teachers who use the Internet as an educational resour ce? B y the time we understand the importance of the coUective to the docenfs knowledges’s mobilization, consequently, we choose to make a qualitative research with a cooperated The research was made in cooperation with teachers who discussed the topic together and were involved in practical activities on the Internet from September 2001 to December 2002. ; Dissertação (Mestrado) ; As Novas Tecnologias de Comunicação e Informação (NTIC) têm produzido alterações na vida humana, criando novos mercados, novas maneiras de interação dos indivíduos com o mundo. É preciso que nos perguntemos quais possibilidades e limitações essas novas tecnologias oferecem à prática educativa, já que a opção de não contemplá-las não nos pertence mais. Ao associarmos o uso da Internet e a prática docente, estamos apoiados na idéia de que a incorporação dessa NTIC no processo educativo não se realiza transformando o professor em eficiente técnico em informática, mas na mobilização dos saberes dos docentes. O que se conjectura é ...