Abstract
The Brazilian educational context has shown a relative emphasis on what official documents foresee with regard to the mere “use” of ICT as opposed to a more critical stance that situates these technologies as cultural instruments with an empowerment dimension. With the purpose of constituting a theoretical and epistemological framework around the relationship between technologies and education, this report presents concepts hitherto shyly presented in Brazil, on the basis of the compilation of studies published in the last five years worldwide.