Scientific evidences indicate the school environment influences the teaching-learning process and that the teacher can be a key element in the whole development of the students. Their perceptions and believes about the human behavior make up the educational scenario and affect learning. The teacher's education is one of the variables that interfere in this phenomenom and its gaps pushed us to evaluate an intervention in the light of Psychobiology as a proposal for continous education. The study described the construction of an intervention, highlighting the real cases through video reports, as a component of a Digital Information and Communication Technology (TDIC) and evaluated the intervention process based on a qualitative outline of the responses of teachers throughout the process and quantitative to verify the effect of the process in changing possible deterministic perceptions regarding the domains of behavior Learning disabilities and Mental Diseases. It is evident that the process generated reflection and encouraged more careful observation of teachers in relation to students. Teachers were able to experiment with previously unused strategies and verify their effects in the classroom. Perceptions linked to genetic determinism have been found and have not changed or increased, but perceptions that consider the environment have also increased. These results were statistically significant for learning disabilities. After the intervention, more teachers reported that having a student with a genetically influenced learning disability would greatly or completely affect their way of instructing and accompanying them. In general, the intervention generated positive results on the perceptions of environmental influences and the relevance of educational strategies, as well as providing a formative itinerary based on exchange of experiences, reflections on the practice and acquisition of knowledge in Psychobiology relevant to continuing teacher education.