DIDACTIC CONTINUUM

• Autor(a) principal: Boucherville, Gisele Cristina
• Data de Publicação: 2020
• Outros Autores: Pinto Marinho, Simão Pedro
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Revista Brasileira de Aprendizagem Aberta e a Distância
• Texto Completo: https://seer.abed.net.br/RBAAD/article/view/426
• topic: : Didactics. Education. Digital culture. DICT; Didáctica. Educación. Cultura digital. TDIC.; : Didática. Educação. Cultura digital. TDIC

With new technological advances in the area of ​​Communication and Information, the knowledge gains mobility and continuous access. The dialogue between teacher and student takes another dimension, which extrapolates classroom’s time and space. In this context, the didactic instrument of communication and dialogue, which transmits the knowledge, receives influence from the means of communication and information, especially regard to Digital Technologies of Information and Communication (DTIC). As it is technical and mediation, the didactic have been pressed for a new composition that can favor the interaction between knowledge, the student and the teacher, who live in the digital world today. In order to understand and point out ways for a new didactic, there is a need to examine the mediation activity of the teacher. Thus, as theoretical support for this article, the Theory of Activity is indicated, as well as the studies of Comenius, Peters, Daniels, Vygostsky and Floridi's “The onlife Manifesto”, which collaborate to answer this present research. The methodology used was bibliographic, from books, articles and material made available on the internet, from a reliable source. Also, the inquiry interview was used as an instrument. Teachers of different levels were heard in order to raise the possibilities of using the didactic tools pointed out by this theoretical research for the use of DTIC in the classroom. Although a small sample of teachers has been heard, it is concluded that the results obtained and offered by the theoretical study, didactic of the continuum, can bring to the didactic innovative tools required for the dialogue between teacher, student and knowledge in the hyperconnected age, there being a need for the research to be put into practice with a greater number of teachers.