Didactic transposition: a historiographical look at history teaching in virtual learning environments

Abstract

Didactic transposition is a concept that describes the process of transforming knowledge produced in the scientific field into teachable knowledge, considering the context, student profiles, and pedagogical objectives (CHEVALLARD, 1991). In history teaching, this task presents unique challenges, as it involves not only simplifying facts or dates, but also preserving the interpretative complexity and rigor of historiography. With the advancement of educational technologies and the increased use of virtual learning environments, such as Moodle, teachers face a new scenario for this practice. The migration of historical content to the digital space is not only a change of medium, but also requires rethinking languages, strategies, and forms of interaction to ensure meaningful learning. In this context, adapting historical content to digital platforms represents both a challenge and an opportunity. On the one hand, it requires careful curation of sources, mastery of the tools, and attention to the student experience. On the other hand, it paves the way for exploring multimedia resources, promoting expanded debates and connecting students to previously inaccessible historical collections.
This article adopts a historiographical perspective to discuss didactic transposition in teaching History in digital media, focusing on the challenges and possibilities encountered in Moodle and other educational platforms. Throughout the text, we will present conceptual aspects, barriers faced, and practical experiences of teachers who have already followed this path, highlighting strategies for preserving the quality and depth of the subject in the virtual environment.