The necessary knowledge for teaching practice in digital humanity
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista de Educação Matemática (Online) |
Texto Completo: | https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/118 |
Resumo: | The transformations that digital media have caused in the educational process in the 21st century are evident. From the emergence of new media, learning resources, to the different formats for teaching classes, the digital world operates substantially. Assuming this new context, which establishes new ontological and epistemological conceptions, with this article we seek to present reflections on the issue of knowledge necessary for contemporary, urgent, and emerging teaching practice, which overlaps under the digital and mediatized form in what we define by Education 4.0. In addition, it is necessary to introduce two new concepts with regard to pedagogical practice, the first relating to the necessary knowledge for that - mediated knowledge - and the second, the digital didactics inherent to the process, represented in the form of a didactic polygon. Furthermore, we started from a historical construction to understand the dynamics of educational transformations in order to corroborate with the paradigms that have been prevalent over the past centuries. In order to develop the proposal, we will use elements from scientific research conducted with teachers both in initial training and in service, as well as theoretical references that compare with the current literature discussions. |
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The necessary knowledge for teaching practice in digital humanityLos conocimientos necesarios para la práctica docente en humanidad digitalsaber necessário à prática docente na humanidade digitalSaber docenteHumanidade DigitalFormação DocenteEducação MatemáticaEnseñanza del conocimientoHumanidad digitalFormación de profesoresEducación MatemáticaTeaching knowledgeDigital humanityTeacher trainingMath EducationThe transformations that digital media have caused in the educational process in the 21st century are evident. From the emergence of new media, learning resources, to the different formats for teaching classes, the digital world operates substantially. Assuming this new context, which establishes new ontological and epistemological conceptions, with this article we seek to present reflections on the issue of knowledge necessary for contemporary, urgent, and emerging teaching practice, which overlaps under the digital and mediatized form in what we define by Education 4.0. In addition, it is necessary to introduce two new concepts with regard to pedagogical practice, the first relating to the necessary knowledge for that - mediated knowledge - and the second, the digital didactics inherent to the process, represented in the form of a didactic polygon. Furthermore, we started from a historical construction to understand the dynamics of educational transformations in order to corroborate with the paradigms that have been prevalent over the past centuries. In order to develop the proposal, we will use elements from scientific research conducted with teachers both in initial training and in service, as well as theoretical references that compare with the current literature discussions.Las transformaciones que los medios digitales han provocado en el proceso educativo del siglo XXI son evidentes. Desde la aparición de nuevos medios, recursos de aprendizaje, hasta los diferentes formatos de impartición de clases, el mundo digital opera sustancialmente. Asumiendo este nuevo contexto, que establece nuevas concepciones ontológicas y epistemológicas, con este artículo buscamos presentar reflexiones sobre la cuestión del conocimiento necesario para la práctica docente contemporánea, urgente y emergente, que se solapa bajo la forma digital y mediatizada en lo que definimos por Educación 4.0. Además, es necesario introducir dos nuevos conceptos con respecto a la práctica pedagógica, el primero relativo al conocimiento necesario para ello - el conocimiento mediado - y el segundo, la didáctica digital inherente al proceso, representada en forma de polígono didáctico. Además, partimos de una construcción histórica para comprender la dinámica de las transformaciones educativas con el fin de corroborar con los paradigmas que han prevalecido durante los últimos siglos. Para el desarrollo de la propuesta se utilizarán elementos de la investigación científica realizada con docentes tanto en formación inicial como en servicio, así como referencias teóricas que comparen con las discusiones de la literatura actual.São evidentes as transformações que os meios digitais causaram no processo educacional no século XXI. Desde o surgimento de novas mídias, recursos de aprendizagem, até os diferentes formatos para ministrar aulas, o mundo digital opera substancialmente. Assumindo este novo contexto, o qual estabelece novas concepções ontológicas e epistemológicas, buscamos com este artigo apresentar reflexões acerca da problemática do saber necessário à prática docente contemporânea, urgente e emergente, que se sobrepõe sob a forma digital e mediatizada naquilo que definimos por Educação 4.0. Além disso, faz-se necessário a introdução de dois novos conceitos no que tange à prática pedagógica, sendo o primeiro relativo ao saber necessário para àquela – saber mediatizado - e, o segundo, a didática digital inerente ao processo, representada sob a forma de um polígono didático. Ademais, partimos de uma construção histórica para entendermos a dinâmica das transformações educacionais de modo a corroborarmos com os paradigmas que foram predominantes ao longo dos últimos séculos. A fim de desenvolvermos o proposto, utilizar-nos-emos de elementos oriundos de pesquisas científicas realizadas com professores tanto de formação inicial como em serviço, bem como de referenciais teóricos que cotejam com as discussões da literatura atual.Sociedade Brasileira de Educação Matemática (SBEM)2021-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/ziphttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/11810.37001/remat25269062v17id482Revista de Educação Matemática; Vol. 18 (2021): Publicação contínua; e021010Revista de Educação Matemática; Vol. 18 (2021): Publicação contínua; e021010Revista de Educação Matemática; v. 18 (2021): Publicação contínua; e0210102526-9062reponame:Revista de Educação Matemática (Online)instname:Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF)instacron:SBEMporhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/118/132https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/118/431https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/118/447https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/118/463https://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessMometti, Carlos2023-07-16T02:24:07Zoai:ojs2.www.revistasbemsp.com.br:article/118Revistahttps://www.revistasbemsp.com.br/index.php/REMat-SPONGhttps://www.revistasbemsp.com.br/index.php/REMat-SP/oaidouglas.tinti@unicid.edu.br2526-90621676-8868opendoar:2023-07-16T02:24:07Revista de Educação Matemática (Online) - Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF)false |
dc.title.none.fl_str_mv |
The necessary knowledge for teaching practice in digital humanity Los conocimientos necesarios para la práctica docente en humanidad digital saber necessário à prática docente na humanidade digital |
title |
The necessary knowledge for teaching practice in digital humanity |
spellingShingle |
The necessary knowledge for teaching practice in digital humanity Mometti, Carlos Saber docente Humanidade Digital Formação Docente Educação Matemática Enseñanza del conocimiento Humanidad digital Formación de profesores Educación Matemática Teaching knowledge Digital humanity Teacher training Math Education |
title_short |
The necessary knowledge for teaching practice in digital humanity |
title_full |
The necessary knowledge for teaching practice in digital humanity |
title_fullStr |
The necessary knowledge for teaching practice in digital humanity |
title_full_unstemmed |
The necessary knowledge for teaching practice in digital humanity |
title_sort |
The necessary knowledge for teaching practice in digital humanity |
author |
Mometti, Carlos |
author_facet |
Mometti, Carlos |
author_role |
author |
dc.contributor.author.fl_str_mv |
Mometti, Carlos |
dc.subject.por.fl_str_mv |
Saber docente Humanidade Digital Formação Docente Educação Matemática Enseñanza del conocimiento Humanidad digital Formación de profesores Educación Matemática Teaching knowledge Digital humanity Teacher training Math Education |
topic |
Saber docente Humanidade Digital Formação Docente Educação Matemática Enseñanza del conocimiento Humanidad digital Formación de profesores Educación Matemática Teaching knowledge Digital humanity Teacher training Math Education |
description |
The transformations that digital media have caused in the educational process in the 21st century are evident. From the emergence of new media, learning resources, to the different formats for teaching classes, the digital world operates substantially. Assuming this new context, which establishes new ontological and epistemological conceptions, with this article we seek to present reflections on the issue of knowledge necessary for contemporary, urgent, and emerging teaching practice, which overlaps under the digital and mediatized form in what we define by Education 4.0. In addition, it is necessary to introduce two new concepts with regard to pedagogical practice, the first relating to the necessary knowledge for that - mediated knowledge - and the second, the digital didactics inherent to the process, represented in the form of a didactic polygon. Furthermore, we started from a historical construction to understand the dynamics of educational transformations in order to corroborate with the paradigms that have been prevalent over the past centuries. In order to develop the proposal, we will use elements from scientific research conducted with teachers both in initial training and in service, as well as theoretical references that compare with the current literature discussions. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/118 10.37001/remat25269062v17id482 |
url |
https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/118 |
identifier_str_mv |
10.37001/remat25269062v17id482 |
dc.language.iso.fl_str_mv |
por |
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https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/118/132 https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/118/431 https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/118/447 https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/118/463 |
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https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
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https://creativecommons.org/licenses/by-nc-nd/4.0 |
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openAccess |
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application/pdf application/zip |
dc.publisher.none.fl_str_mv |
Sociedade Brasileira de Educação Matemática (SBEM) |
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Sociedade Brasileira de Educação Matemática (SBEM) |
dc.source.none.fl_str_mv |
Revista de Educação Matemática; Vol. 18 (2021): Publicação contínua; e021010 Revista de Educação Matemática; Vol. 18 (2021): Publicação contínua; e021010 Revista de Educação Matemática; v. 18 (2021): Publicação contínua; e021010 2526-9062 reponame:Revista de Educação Matemática (Online) instname:Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF) instacron:SBEM |
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Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF) |
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Revista de Educação Matemática (Online) |
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Revista de Educação Matemática (Online) |
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Revista de Educação Matemática (Online) - Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF) |
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douglas.tinti@unicid.edu.br |
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