This thesis intends to describe the reading and writing practices of High School teachers and students in a private school located in Rio de Janeiro´s south zone, in face of contemporary world’s challenges and demands, as well as its consequences in education and, specifically, at the school. These practices, whether they are social, politic or at the school environment, are important only as far as they make sense, the sense that is given to them by the subjects that take them up for themselves, generating different interpretations. The questions that permeated the development of this research tried to figure out the meaning of these practices, the representations they produced, and how these practices were built, historically and socially. In this sense, I chose to use the qualitative research, of ethnographic bias, as the theoretical-methodological approach, in which the participating observation and semi-structured interviews imposed themselves as the main tools. It is fundamental to perceive that these questions pertain to the History of the Cultures, the history of the reading and writing practices, as well as to Anthropology. Other questions appeared in the middle of the analysis of these practices, in terms of the perception one has of the school nowadays, mainly trying to identify how the development of new technologies influences how we think and conceiving knowledge, as well as how the school and its subjects position themselves on the subject of the contemporary´s world demands. The way these actors behave when facing the resources of the digital era, how they use the World Wide Web communication and information tools, and what they think of this technological revolution makes us face the new and the unforeseen, were some questions also present in this research.