This paper examines how Information and Communication Technologies (henceforth ICT) have been recontextualized in Brazilian educational policies, between 1995 and 2007, from a discourse analytical perspective, focusing on the dialectic relations between structures and strategies, especially as far as teacher education is concerned. It is divided into four sections. The first one is an attempt to summarize concepts and relations involved. The second one deals with the architecture of so-called "emergent new order", by means of key words in the World Bank's discourse. The third section comprehends the recontextualization of the previous discourse in the policies developed by the Brazilian Ministry of Education. Finally, the fourth analyzes the consequences of technological determinism and substitution in competency based educational projects. (Contains 11 notes. Contains a bibliography.)