The aim of this article is to analyze the correlations between São Paulo's public state schools, digital technologies and literacies in the contemporaneity using the analysis of data from a case study composed of three moments of the National Program for Continuing Education in Educational Technology (Integrated ProInfo), namely, (i) the material used in 'Technologies in Education: teaching and learning with ICT', a course in the program, (ii) the application of this course by a teacher tutor for public schools teachers of São Paulo's countryside and (iii) the classroom practice of a teacher. The specific objective was to identify which of the most frequent discourses involving literacy and technologies were noticed in each specific moment of the education, from Warschauer and Ware (2008) distinction in "learning framework", "change framework" and "power framework" and point to the articulations which exist among them. It is a qualitative research, of an ethnographic nature, in which the data were generated as the various stages of the lessons were observed and recorded, as well as the observation of the interactions and activities of the course participants in the online platform; interviews with the tutor and course participants were conducted; besides the analysis of documents and materials related to that course and the monitoring and recording of the lessons of one of the teachers in charge at the school where she teaches. The theoretical assumptions are based on the socio-historical enunciative conception of language and Bakhtin's conception of speech genres. The results pointed to several articulations between teaching and technologies that permeated the contexts studied and the difficulty of distinguishing between discourses, since there is no marked separation between them.
São Paulo's public education; technologies; literacies
