Resumo

PEIXOTO, Joana. Technologies in the pedagogical work mediation: a new didactic perspective?. Sér.-Estud. [online]. 2022, vol.27, n.59, pp.39-60.  Epub 30-Maio-2022. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v27i59.1586.

This paper discusses the nature of technologically mediated pedagogical-didactic work, starting from the concrete reality of educational practices prescribed and installed in Brazilian educational institutions. For this purpose, it takes as a concern the remote work adopted by schools across the planet during the social distance imposed by the covid-19 pandemic. The pedagogical triangle (HOUSSAYE, 2013), a representation model of the pedagogical relationship or process, is taken as a reference in order to demonstrate that the pedagogical process can be configured in different forms depending on the distinctive ways in which the teacher, the student, and the knowledge are related. Even though it is an important element in this relationship, technology cannot occupy the central role, under penalty of misrepresenting the very nature of this relationship. Based on this discussion, we propose to consider technologically mediated pedagogical-didactic work as an educational activity whose essence is human formation, thus demanding an organization based on the elements that compose the didactic act, which are the objectives, content, methodology, and the evaluation. In this perspective, there would not be a technology didactics in the mediation of teaching work or a particular didactic for hybrid teaching, or even a specific didactic for distance education.

Palavras-chave : technologies and education; didactic; pedagogical triangle.

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