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This article presents the result of a qualitative research developed with the corregent teachers of the initial years in the scope of the schools of the Municipality of Curitiba, with the objective of analyzing the challenges that the corregent teachers of the initial years face with the technologies. As instruments for the constitution of the data, questionnaires, interviews, pedagogical practices were used, as well as the official document guiding the curriculum of elementary education, the political-pedagogical projects and the regulations of the participating schools. Data analysis was performed through content analysis with the aid of the Atlas.Ti software. In the results, three factors are pointed out: 1) the individual the technology understood and associated only as a support in teaching-learning, 2) institutional the school environment is obsolete and needs to keep up with technological changes, renewing and updating its equipment, and 3) documentary factors the need for diffusion between theory and practice, for teachers to participate in the elaboration, not just being a list of imposed and restricted contents to school management or technical staff It is possible to conclude that even experiencing times of change and daily challenges, the teacher, as a transforming agent influenced by this movement, faces and will face many individual, institutional and documentary challenges if they want to follow this process and update themselves, innovate and improve your pedagogical practice in the face of technologies.

Las tecnologías en la enseñanza de las ciencias: los retos de los docentes corregentes de los primeros grados