The concepts of didactic agreements and disagreements were developed by Lacerda Santos and Iunes (2013), in an investigation on aspects that facili-tate the relationship between information technology and education - the so-called didactic agreements - and on those which hinder the establishment of such relationship - the so-called didactic disagreements. In this paper, we present a discussion based on the results of a participant observation of a virtual educational situation in which didactic agreements and disagreements were used as indicators of digital inclusion and fluency of basic education teachers that are essential conditions for the success of any action of continu-ing professional training mediated by Digital Technologies of Information, Communication and Expression (TDICE). This is the report of a case study in which experienced and digitally included teachers became students in a graduate distance education course. The findings indicate the existence of a still worrying scenario for the deployment of continuing education courses in service that have digital inclusion and digital fluency as prerequisites to run. They also point out the pressing difficulties in promoting digital inclusion of teachers, especially those already in service, in the course of their work.
teachers digital inclusion; distance education; teachers continuing education