How novice teachers share their knowledge and practices concerning ICT is the research associated with this study. In this paper, guided by theoretical and methodological subsidies of the Continuous Cycle of Policy Production (BALL, 2009), I defend the micro politics produced at schools in the establishment of curricular policies. In our case, the use of ICT, in conjunction with the concepts of contextualization, everyday life and formation for citizenship, has enabled teachers to improve the teaching-learning process. Not in the sense of efficacy, but in terms of critical development, giving voice to the student, the subject of knowledge production.
Information and communication technologies; Curriculum policies; Novice teachers