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This article scientist analyzes how the predominantly instrumental use of Emerging Technologies (ET) in higher educations, a situation that limits their education, a situation that limits their formative potential in the development of scientific thinking. The objective is to analyze how Gaston Bachelard´s epistemology, especially the concepts of epistemological rupture and phenomenological technology, can offer a provides a theoretical and methodological framework for reorienting these technologies in teacher training. From a qualitative perspective, documentary analysis is used as the methodological strategy. The study is situated at the University of Pinar del Río “Hermanos Saiz Montes de Oca” whose institutional characteristics constitute the reference context. It is argued that educational innovation does not reside in the simple incorporations of ET techniques, but rather in their capacity to act as laboratories of thought that foster a break with naïve knowledge. Bachelardian concepts are presented as tools for designing learning environments where future teachers actively participate in the constructions of phenomena and in the rational production of knowledge. It concludes by proposing a pedagogy of rupture, in which the teacher assumes the role of epistemological mediator and the SE TE are integrated into the formation of a critical and autonomous scientific spirit.
