This article aims to provoke the reflection on the everyday school - of our
Jesuit Schools- and the implications of the computer and its intelligence Technologies in this environment. This study focuses on the challenge that educators face to adapt to digital technologies and adopt them in their pedagogical practice, taking as a perspective a student who is connected to the network, and whose way of thinking and expressing himself or herself is made up of living in all digital technologies, in a world that is more hybrid (analogical and digital). This is a research of bibliographical nature that provides assessment on the adoption of technologies, in the schools of Brazil, and worldwide, from the references of the Jesuit Education Network and Di Felice, Varela, Lévy, Ruschkoff, Schlemmer among others. Likewise, it indicates guidelines to the analysis of the technological structure and to the adoption of the digital technology in the Jesuit School Network. Within the context, arises the issue giving rise to this article? "What are the possible approximations between th reference of the Common Educational Project (PEC) and intelligence technologies in the perspective of the reticular epistemology, connective and atopic?" To address it, we take into consideration the purpose of transforming our Teaching Centers into Learning Centers, having as premises of Ignatian Pedagogy in a Common Educational Project (PEC). This way passes by the practice in the classroom, the rethinking the structure and the organization of school, as well as the curriculum in time and in space, questioning concepts so that the actors in the educational process find ways to adapt to digital technologies and adopt them in their everyday practice in different ways of acting.
