The necessary knowledge for teaching practice in digital humanity

Abstract

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.