Information and communication technologies - ICT are prominence in a large context of scientific and technological investments. ICT promote changes in production, storage, and dissemination of information and knowledge. This way the present article intends to discuss the impact of information society in education based on the discourse about the democracy of knowledge. For that, some research by Castells (2000), Schaff (1995), Lévy (1999), Mattelart (2006), Frigotto, (1996), and Nagel (2002) were consulted to conceptualize the information society in order to comprehend the role of the technologies in this context. The challenges of teachers to act critically with technologies are expanded increasingly in the access of information which cause discussions about the traditional approach education. Analyses done by Altoé (2003), Teruya (2006) and Brito & Purificação (2008) revealed the necessity of teacher training for a critical and reflexive study about the use of technologies in the pedagogical practice. Thus, the references consulted assisted the critical view about the characteristics of information society and the implications to teacher's role in face of the increasingly use of technologies.
education; teacher training; information and communication technologies