Analisa uma experiencia de formacao em informatica educacional de 10 professores de escolas publicas, promovida pela secretaria da educacao do estado de sao paulo, entre 1986 e 1988. O grupo estudado e composto de professores formados em diferentes areas, com tempo de experiencia entre 12 e 24 anos. Os dados sao coletados em um diario de bordo, que inclui informacoes sobre softwares e atividades produzidas pelos professores, percepcoes, atividades e processos vivenciados pelo grupo, treinamento e outras acoes voltadas para a promocao do dominio das tecnicas de uso do computador. Realiza duas entrevistas com cada professor em epocas distintas para posterior analise segundo os preceitos de bullington e karlsson. Os resultados mostram que o objetivo principal do projeto (o uso preferencial de softwares que representam uma inovacao no processo ensino/aprendizagem) nao foi plenamente atingido devido as reacoes heterogeneas apresentadas pelo grupo ao treinamento. Todos alcancaram, no entanto, o grau de autonomia face ao computador. Discute os resultados em funcao das acoes tomadas para promover a formacao, das condicoes de trabalho encontradas na rede publica de ensino e da cultura decorrente desta situacao

The main objective of this study is to analyze a two and a half year experience in developing competence on computer use in a sample of ten teachers from the public school system. The analysis of this experience focused the following aspects: 1) software and other activities related to computer use at school;2) processes linked to the experience, such as perceptions and attitudes towards the technology; 3) training and other actions aimed at promoting competence on computer use. This last aspect was conceived as the achievement of autonomy in computer use for educational purposes, as well, preferential use of applications which can represent alternatives to knowledge transmission. The results showed that this last objective was not fully accomplished, as there was great heterogeneity in responding to the actions aimed at staff development. Some teachers reacted faster and .more profoundly than others in what regards computer use at school, and also in their attitudes and perceptions. However, all of them had attained the desired level of autonomy in computer use for educational purposes. These differences are discussed as related to the actions provided to promote competence on computer use, to the work conditions current in public school