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that compel us to re-think the way education is
performed, considering new delivery methods in-
stead of only the traditional chalk-and-talk method.
“While we may feel comfortable with traditional
approaches, the new technologies provide us with
the tools to challenge these positions, and open up
the teaching/learning questions for some rethink-
ing” (Roy & Lee, 1999).
With the sprouting of the Internet, it was cre-
ated what we today understand as the web-based
teaching, a method that brings innumerable ben-
efits and challenges for the educators. There are
many reasons and motivations to develop new
processes of learning and teaching. One of the
most important ones are:
as moments of a communicative and educative
process, in a given socio-cultural context, which
comprehension requires considering its inter-
subjective nature, or either, the active participation
of the subjects of the process” (Aragão, 2004).
For being a mean of communication, we cannot
overlook the new communication technologies.
Their development modifies, however, the edu-
cation, when seen as a media. Or else, today, the
formation is directly related to the way in which
the professor uses the media. Paulo Freire's vision
is clear in what concerns the active participation
of the student in the learning process. Without
this participation, the learning process becomes a
reproduction of events, cases and facts, previously
lived deeply by the student, what, according to
Freire, can be considered a banking education.
This term comes from the fact that the student
becomes a “bank deposit”, where the professor
“only deposits” the knowledge. Therefore, it be-
comes of full responsibility of the professor “to
nourish” the deposit and the student only needs
to absorb the maximum of what is presented to
him, for future reproduction.
We know that it is not possible to present all
the knowledge to a student, especially nowadays,
where the barriers of the knowledge are being
broken in a higher and higher speed. But what
happens when this “banking student” comes across
a new and challenging situation? The answer is
simple: he simply cannot face this difficulty, for
this knowledge has never been deposited on him.
Following this line of thought, an education where
the student participates actively, treading his way,
seems more reasonable. Thus, a new perspective
of education would be an active, interactive, dy-
namic education to build a better learning in spite
of the traditional pedagogical approach, based on
the transmission and reproduction.
“The Digital style produces, obligatorily, not
only the uses of new equipment for the produc-
tion and apprehension of knowledge, but also
new behaviors of learning, new rationalities,
new percipient stimulus” (Aragão, 2004). Many
To provide an environment where the stu-
dent can have access to the studying ma-
terial and develop his learning in his own
pace and in his own environment.
To provide to the professors quality re-
sources to improve the quality of teaching
and learning.
The increasing growth of the Internet will
promote new possibilities. However, what
educators must inquire themselves is how
to use this new media so that its application
doesn`t consist, only, of a substitution of
the current media.
tEAcHIng mEtHodoLogIES And
tEcHnoLogIES In EducAtIon
To achieve those goals, we have to understand
the problems we are dealing with. Following this
thought, different ways of transmitting knowledge
have been searched before. According to Freire,
“the communication is the relation which be-
comes effectuated by the co-participation of the
subjects in the act of knowing. It is considered
that the educative process is a particular form of
communication. In the social relations among the
learning subjects, a dialectic synthesis happens,
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