This article aims to problematize the concept of digital literacy from experiences using Information and Communication Digital Technologies (ICDT) in a six-hour course planned for teacher education context. Six undergraduate students took part in this minicourse. Our intention is to provide opportunities for reflection on the opportunities and digital didactic resources of our time while providing that the discussions take place also mediated by these technologies. In this way, the participants of the minicourse were invited to take a meta-analytical look at the tool, that is, to use and reflect on how to use it. This qualitative interpretive study is guided by the theory of Multiliteracies and aims to discuss how we can contribute to the improvement of critical digital literacy of teachers and consequently favor work based on the theory of critical literacy resignified also among their students.