Ahead of this brief note on the conditions of production and establishment of the modern knowledge, object of research becomes, fulcrado in the ontologia of the gift, to promote a critical analysis concerning the direction of formation (Bildung) modern, in order to extract one valid argument so that if it can understand the direction of formation of the cibercultura as a possibility of if exceeding the logic utilitarian-instrument of modernity for one of prxis pedagogical one in the daily pertaining to school that develops abilities and abilities in ‘ ‘ citizens aprendentes’ ‘ that they give to account of the dinamicidade and amplitude of the Technologies of Information and Communication (TICs) as apparatus for the maximum magnifying of the culture. However, of ownership of the questions what it is this gift of which we are immersed? Which is this my present time? Which is the direction of formation of this present time? , it will be able to be intended that in a time where the tonic is the speed of the transformations in the most different scopes of the social life, where the complexity is a basic characteristic and that ‘ ‘ changes in the technological processes provoke transformations in the economy, in the relations with knowing, the relations of being able, the relations between sujeitos’ ‘ (BONILLA apud CIBERCULTURA, 2009, P. 23), it does not remain seno to search to apprehend which the direction of formation of this society ‘ ‘ informacional’ ‘ that it has as main characteristic a structure in nets that one provides ‘ ‘ (…) social organization where the generation, the processing and the transmission of information become the basic sources of productivity and poder’ ‘. (BONILLA apud CIBERCULTURA, 2009, P. 23). For in such a way, what she intends yourself to argue are estimated of constitution of the cibercultura and its direction of formation human being while event, effectiveness and historicidade, in order to understand estimated of interaction of the Technologies of Information and the Communication (TICs) with the citizen and the consequent reconfiguration of the space and the time of the education contemporary, one object ‘ ‘ Didactics on-line’ ‘ that the educator understands as one ‘ ‘ citizen aprendente’ ‘ that the production of knowledge happens for being one product ‘ ‘ interaction comunicativa’ ‘ between educator and educating; between personal knowledge and social knowledge.