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This study aims to understand and deepen the reflection on the ethical dimension in teacher education and performance, emphasizing its importance for the development of a pedagogical praxis in favor of dialogical relationships. Faced with a pedagogical context marked by the conceptions present in contemporaneity that are guided by the condition that students are not seen as subjects of their own history and by the scientific development that privileges doing over thinking, we listed as main questions: what are the actions Could they help teachers to rethink their pedagogical practice, working so that human education becomes the essential aspect? Through a qualitative bibliographic research, based on authors such as Severino, A. J. (2011, 2010), Saviani (2015, 2016), Goergen (2011), Carvalho (2013, 2015, 2016), among others, we will seek to affirm the importance of alterity and presence in the relationship between teachers and students for a humanizing and emancipating education. We consider that every pedagogical action, from its origin and purposes, objectives and goals, has a close relationship with the Ethical Dimension and, therefore, they are ethical processes that, when carried out in the school institution, are committed to elevating the student from his condition as an individual in search of its humanization and emancipation. [ABSTRACT FROM AUTHOR]

The connected society, in the perspective of cyberculture, influenced by globalization, sustains a perspective of global community in which subjects are faced with almost infinite possibilities of exchanging information through information and communication technologies. The study aims to analyze the training of teachers in distance education from the perspective of the Network Society. Methodologically, the text was constructed through bibliographic research. The theoretical foundations are based on Castells (2009), Levy (2007), Mészáros (2008), Lapa and Pretto (2010), Santos (2009), Dantas (2017), among others. The results show that the viability of teacher training in the perspective of the networked society will become effective when technology serves the changing interests of social reality. It is concluded that teacher training in this perspective may be able to produce knowledge in the scope of cyberculture, establishing the link between education and culture. Even utopian, this training action can go beyond the limits of the educational field itself, strengthening cultures and values. [ABSTRACT FROM AUTHOR]