Cyberculture, a contemporary culture mediated by digital networking, enhanced by the uses of mobile devices, outlines new forms of relationships: economic, social, professional, political, educational, bringing new contours to Brazilian society. In this sense, the doctoral thesis proposes to present how the concept of active methodologies, significant learning and digital network technologies have been present in the context of teacher training over the past four years. It is worth mentioning that, over the course of the trajectory, we analyzed the demand to analyze the remote and hybrid education

modality, as well as, the learning processes that started to occur more effectively with support for the use of mobile device applications and digital platforms. , having as a fundamental characteristic, the portability of the devices and the mobility of the subjects, who, even though they are physically distant from the educational context, connect mutually, with cyberspace and the city. This investigation was justified in order to promote the dialogism between education and cyberculture studies (Lévy, Lemos, Santaella, Santos, Pretto), in order to understand the development of teaching and learning in the ambience of the Pedagogy course, whether in the perspective synchronous or asynchronous with digital network support. This term that gains notoriety and consequently enters important spaces in discussions about the challenges present in contemporary education. Emphasizing that in the current educational scenario, it is important to highlight initiatives that promote pedagogical practices that allow comprehensive, humane, and more efficient education for the training of educators. In this sense, the main objective of the research sought to investigate the ways of teaching and learning with the support of active methodologies and the use of digital technologies in search of precise interventions and feasible solutions that allowed to favor educational practices that collaborated for meaningful learning. It is a qualitative research and who were research practitioners, three students of the pedagogy course and their interviewees also students of pedagogy, whose data were collected through individual and dynamic interviews with the group of students; The analysis of the narrative of the interviews allowed to analyze in depth the testimonies of the subjects, who expressed their experiences regarding the active methodologies and the implementation of digital technologies in the network in the context of teacher education. In this way, the research aimed in an innovative way to contribute academically with a theme that is so pertinent in contemporary times, as we believe that knowing the demands of teacher training it is possible to build knowledge with academic relevance that can excel for excellence as recommended by the National Curricular Guidelines of the Graduation in Pedagogy.