Midias digitais no processo de transposição didática para produção de material didático

Abstract

Relationships are changing around the world, and it is observed that technologies are becoming part of people's daily lives, even if they don't realize it. Communication is now conducted through technological tools such as email, WhatsApp, and video calls, which have become a part of our daily routines. In schools, the situation is no different, with teachers and students being connected. This connection requires a shift in how subjects are taught. Digital natives, the teachers, no longer rely solely on textbooks; there's a need for a new approach towards technological support for education. The aim of this study was to analyze, with the assistance of Digital Communication Technologies (DCTs), how Knowledge has transformed into Teaching Knowledge in educational materials. It was noticed that there is a gap between what is produced in the field of science in this country and what reaches the schools. Universities, as the source of original knowledge, need to bridge the gap and facilitate the transmission of this knowledge. Methodologically, the organizational framework is centered on the principles of applied research, with a qualitative and quantitative approach, based on the basic principles of a case study. In this context, theoretical support was sought from renowned authors who focus on didactic transposition, educational materials, and Digital Information and Communication Technologies (DICT), including Chevallard (2001), Lévy (2015), Vilaça, and Araújo (2012). The study population consisted of 17 postgraduate History students from the State University of Ponta Grossa, PR. Data collection involved a semi-structured questionnaire with seventeen questions. Data analysis utilized graphs for quantitative (closed) questions and Discourse Analysis for qualitative questions, based on the studies of Silva and Silva (2016), which present communities of meaning through graphs. The results show that scientific knowledge produced in universities is still distant from classrooms. Schools face challenges related to a lack of technological infrastructure. Despite these challenges, teachers have been trying to innovate in their pedagogical practices with the help of DICT. Traditional teaching methods still prevail, and textbooks are the primary sources of research for both teachers and students. The development of a technological tool would be highly beneficial. Therefore, an educational product was developed, which is a workflow process. It starts with scanning educational materials, converting them into images, then processing these images into a Portable Document Format (PDF) file. Finally, this file is deposited in a digital repository organized into collections for future reference.