摘要：This study focused on the appropriation of digital technologies by two teachers as an instrument of teaching and instruction in secondary school. We are interested in the teaching trajectory in the transition from traditional practices to hybrid learning contexts. We use mixed methods based on the Grounded Theory and contribution of Theory of Activity and dialogic approach. We chose qualitative research with audio-recorded interview, documental source and field observations of interactions between students in a hybrid context of learning. The main results indicated that the teacher trajectory passes through technological appropriation in: a) conventionalization of a symbolic and semiotic field, in which the practices mediated by digital resources pass through the generalization of the object in the collective activity; b) integration of digital instruments as a body of knowledge that can be applied in situated practices by goal-oriented tasks.
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