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Abstract. This meta-paper presents the experience of teacher training in a Municipal School of Full Time (EMTI) in

Abstract. The present article aims to report the experience of using IntroduçãoCada dia mais, as tecnologias digitais estão inseridas nas práticas pedagógicas, buscando a sua transformação. Entendemos que o uso das tecnologias na educação não está relacionado apenas a uma proposta onde o computador passe alguma instrução ao aluno, mas principalmente, em oportunidades para o estudante programar e criar com tecnologias. Sobreira e colaboradores (2016, p. 458) ressaltam a importância de desenvolver atividades que propicie situações para que os alunos "coloquem a 'mão-namassa', favorecendo a construção de significados para os fenômenos observados".

This article describes a methodology of digital technology using in the continuing education of teachers in the municipal public system of education of Fortaleza, titled Writer and reader training from the perspective of children's digital inclusion, in 4 and 5 kindergarten classes, based on guidelines issued in the Childhood National Education Curriculum, and in the searching for the item XII guarantee of 9 th Article of Number 5 Resolution. It subsidizes the teacher in the development of teaching practices from the using of digital technologies (laptop, computer, smartboards, audio, video, phone, tablet, photograph camera). It meets two parts, one focused on training the trainer of early childhood education and another for PRB training teachers.

This article presents a teacher's training experience in functional rehabilitation situation of the Education Municipal Department of Fortaleza (SME), who made the decision to develop a new function in the school: pedagogical support to the educational technology projects, for professional retraining and creation of new workspaces in the school environment. This experience discusses a different pedagogical matter, with both the target audience and the creation of new methodological strategies. At schools, it is evidenced the need for further studies on the role of "re-adapted" teachers as well as a better definition of the role to be played by these professionals.