The present thesis entitled Conceptions of technology in Brazilian Educational Research in Education and Technology is a study whose origin is due to the research developed within the Teacher Education and Technology Research Group (ForTec) in the period between 2014 and 2020 of the Graduate Program in Education of the Pontifícia Universidade Católica of Rio de Janeiro (PPGE/PUC-Rio). In this thesis, it was set as our objective to identify the conceptions of technology adopted in the academic production in the area of Education and Technology. To this end, we conducted a survey of the theses and dissertations produced in Scricto Sensu Graduate Programs in Education defended in the period from 2010 to 2019 and available in the CAPES Theses and Dissertations Catalog. We assume as hypothesis of this research that, by analyzing the conceptions about technology in theses and dissertations, we can critically reflect on the conceptions that are in use and their contributions to the development of research in the area of Education and Technology. To analyze such conceptions, we start from a theoretical scope that comes from the research itself in Education and Technology (Pischetola, 2018, 2019; Peixoto, 2015; Selwyn, 2011, 2015, 2016), da Communication (McLuhan, 1964; Postman, 1993), da Filosofia (Pinto, 1989, 2005) Philosophy of Technology (Dusek, 2009a; Feenberg, 2003, 2004, 2009). Because of this, we listed three definitions of technology, namely: technology as a toll, technology as rules, and technology as ecology. To analyze the works mapped in the survey, we conducted Content Analysis (Bardin, 2016). The data found in the papers indicate a strong tendency of the conception of technology as a tool and is generally associated with it use by teachers as a support to the pedagogical task. Although with critical content, the conceptions adopted in the studies suggest a naïve consciousness in relation to technology. Within the category technology as ecology, a significant number of studies show more critical conceptions of technology based on Andrew Feenberg s Critical Philosophy of Technology and Álvaro Vieira Pinto s reflections. The approach of the mapped authors of the studies with other areas of knowledge, such as Philosophy and Sociology, contributed to the conception of technology as ecology insofar as other factors that are considered in the relation between education and technology intervene in the context even if they are not concretely present.