The present study focused on pedagogical practices with the use of digital technologies in undergraduate courses at the Federal University of Mato Grosso do Sul (UFMS). The general objective of the research was to identify and analyze the characteristics of pedagogical practices with the use of digital technologies from the point of view of institutional projects and the perceptions of teachers and students of these courses, in order to identify the level of technological capital of teachers and the relation of this capital to pedagogical practices, considered innovative within the institutional context. The methodological path started with a literature review, through the analysis of course projects, a questionnaire for coordinators and a questionnaire for teachers and students, finalizing with teachers and students interviews. We highlighted on this study the integration of different analytical procedures in order to obtain descriptive, relational and comprehensive knowledge. The research indicates that, although in most pedagogical projects there are disciplines that deal with the use of digital technologies and that teachers use several digital resources in their pedagogical practices, the level of incorporation does not yet allow this use to overcome the instrumental one. The few innovative experiences found demonstrate that, the technological capital of teachers is a preponderant factor for the changes in pedagogical practices, but these isolated experiences do not yet have a dissemination and adhesion potential of the group, since there is not a favorable climate for the innovation in the institution, perhaps because there is no institutional project to foster the use of digital technologies in pedagogical practice or a teacher training institutional policy that establishes goals for improvement in teacher training.