This paper presents a qualitative nature intervention research that discusses how teachers conceive digital technologies, and how these conceptions are transformed in the course of teacher training workshops, with emphasis on the attention to themselves in knowledge processes. We work with a hypothesis in which connection with digital technologies can turn more visible to the observers, the modulations of the ways they perceive themselves and the world, because it increments disruptions and/ or disturbances in the usual ways of doing and knowing. Eight teachers were observed in workshop sessions that were developed over six months in the year of 2013. As a result, it was possible to recognize cognitive transformations related to their conceptions of technology and to the processes of attention to themselves. Digital technologies become part of the teachers' experience, and they perceive themselves updating in the school's spaces of knowledge production.
Digital technologies; Teachers' journey of formation; Attention to themselves; Knowledge.
