This article explores the complex relationship between information and communication technologies (ICTs), educational policies and the EFL teacher's education and practice in Brazil. In a context where the English language and computer literacy have increasingly been regarded as requirements for effective participation in society, some important questions remain not only unanswered but also dangerously obscured. Our intention is to cast light on some of these questions: How technological innovations have been introduced and adapted to Brazil's reality, particularly in the educational scenario? What ideological principles are embedded in this process? How should teachers be prepared to perform fully given the new requirements that emerge in a contradictory and fragmented context? Which principles should guide teacher education reform in a postmodern world shaped by constant change?
computer literacy; Brazilian educational scenario; teacher's education and practice