Journal of Applied Education
type: channel
description: The Journal of Applied Education is an online publication dedicated to promoting reflection, the exchange of experiences, and the appreciation of educational practices applied in different teaching contexts. It focuses on the connection between theory and practice, pedagogical innovation, and contributing to the continuing education of educators and educational administrators. The journal also serves as an academic laboratory for students in the IBPTECH College's graduate program in Educational Technologies, encouraging editorial practices and the critical production of content applied to the educational landscape. It adopts a continuous publication regime, published annually, receiving contributions throughout the year, compiled into an annual volume. The journal welcomes both articles submitted voluntarily by authors and texts invited by the editorial staff, provided they meet the established editorial criteria. Institutional note: Although it adopts formal editorial practices and a structured review process, the Jornal da Educação Aplicada is not characterized as a scientific journal along the lines of indexed academic publications. Its mission is to promote applied pedagogical practice, critical reflection on contemporary educational challenges, and strengthening teacher training, especially in the context of professional and technological education. The publication welcomes articles of a practical, technical, and opinionated nature, whether submitted voluntarily or written by editorial invitation, always with clearly identified authorial responsibility. All published articles clearly indicate whether they were submitted voluntarily or written by invitation, and may or may not be remunerated. Authorship is always made explicit and the content follows the same criteria of quality and editorial responsibility.
publisher: Faculdade IBPTECH
language: en
publication name: Journal of Applied Education
issn: 3086-0954
copyright: Os autores mantêm os direitos autorais deste artigo, concedendo à JEDAP – Jornal de Educação Aplicada o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution 4.0 Internacional (CC BY 4.0), que permite compartilhamento com reconhecimento da autoria e publicação inicial nesta revista. Authors retain the copyright of this article, granting JEDAP – Journal of Education Applied the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0), which permits sharing with acknowledgment of the authorship and initial publication in this journal.
items: Artificial intelligence and personalized distance learning: paths to autonomy and efficiency in the 1:1 model
items: Conceptual standardization of educational activity modalities in distance education
items: New paths for teacher training in the age of digital technology
items: Modernizing Education with Moodle 5: Tools for Educators in Transformation
items: Moodle 5 for Teachers: How to Use the New Tools to Transform Teaching
items: Modernizing teaching with Moodle 5: practical strategies for teachers who innovate in education
items: Google Classroom: An Ally in 21st-Century Education
items: New Paths for Education Professionals: Challenges and Possibilities in the Age of Digital Technology
items: Educating in the Digital Age: Practical and Real-World Paths for Teachers Who Want to Move Forward with Purpose
items: Personalization and autonomy in distance learning: artificial intelligence and the paths to tailored education
items: The evolution of educational platforms: from traditional teaching to Moodle 5
items: Distance learning and academic quality: perspectives with the new legal framework of 2025
items: Didactic transposition: a historiographical look at history teaching in virtual learning environments

Artificial intelligence and personalized distance learning: paths to autonomy and efficiency in the 1:1 model
type: item
description: <pre id="tw-target-text" class="tw-data-text tw-text-large tw-ta" dir="ltr" tabindex="-1" role="text" data-placeholder="Tradução" data-ved="2ahUKEwiuqLuwquKPAxV_KLkGHW_wAZUQ3ewLegQICxAV" aria-label="Texto traduzido: This article discusses the applications of artificial intelligence (AI) in education, focusing on the 1:1 personalized distance learning model—an AI system dedicated to each student. The proposal integrates Brazilian educational policy guidelines, particularly the National Curricular Guidelines (DCNs), and analyzes how AI can be used to adapt teaching methodologies, content, and time management based on the individual characteristics of each student. The article presents the pedagogical potential of using techniques such as the Pomodoro method, integrated with AI, to promote autonomy, focus, and continuous student development in virtual learning environments.">This article discusses the applications of artificial intelligence (AI) in education, focusing on the 1:1 personalized distance learning model—an AI system dedicated to each student. The proposal integrates Brazilian educational policy guidelines, particularly the National Curricular Guidelines (DCNs), and analyzes how AI can be used to adapt teaching methodologies, content, and time management based on the individual characteristics of each student. The article presents the pedagogical potential of using techniques such as the Pomodoro method, integrated with AI, to promote autonomy, focus, and continuous student development in virtual learning environments.
subject: Comments and Essays
  topic: section
subject: artificial intelligence
  topic: keywords
subject: personalized learning
  topic: keywords
subject: distance learning
  topic: keywords
creator: Paulo Henrique Leitão Lopes Junior
rights: Copyright (c) 2025 Jornal de Educação Aplicada https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-11
publication date: 2025-09-11

Conceptual standardization of educational activity modalities in distance education
type: item
description: <pre id="tw-target-text" class="tw-data-text tw-text-large tw-ta" dir="ltr" tabindex="-1" role="text" data-placeholder="Tradução" data-ved="2ahUKEwi8jd-Gr-KPAxWoErkGHUlxOnYQ3ewLegQICxAV" aria-label="Texto traduzido: Distance Learning (DL) has established itself as a viable and, in many cases, preferable alternative to in-person education, especially in an increasingly digitalized world. With the advent of new technologies and teaching methodologies, various modalities of educational activities have emerged, all with specific characteristics and specificities. This article aims to address the conceptual standardization of these modalities according to the most recent guidelines established by the Ministry of Education (MEC). The updated regulations reflect the evolution of DL and seek to meet a growing demand for adaptable education accessible to all. The MEC, through new decrees, introduced a series of definitions for educational activities, including In-Person, Asynchronous, Synchronous, and Mediated Synchronous Activities. Clarity in these definitions is vital not only for educators but also for students, ensuring that everyone understands the expectations and learning methods associated with each modality. The first focus will be the definition and characteristics of In-Person Activities, which, despite being traditionally linked to conventional education, now also have their nuances within the new EaD scenario.">Distance Learning (DL) has established itself as a viable and, in many cases, preferable alternative to in-person education, especially in an increasingly digitalized world. With the advent of new technologies and teaching methodologies, various modalities of educational activities have emerged, all with specific characteristics and specificities. This article aims to address the conceptual standardization of these modalities according to the most recent guidelines established by the Ministry of Education (MEC). The updated regulations reflect the evolut…
subject: Comments and Essays
  topic: section
subject: Educational Technologies
  topic: keywords
subject: Distance educational activities
  topic: keywords
creator: Ana Marcia dos Santos Gomes
rights: Copyright (c) 2025 Jornal de Educação Aplicada https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-11
publication date: 2025-09-11

New paths for teacher training in the age of digital technology
type: item
description: <pre id="tw-target-text" class="tw-data-text tw-text-large tw-ta" dir="ltr" tabindex="-1" role="text" data-placeholder="Tradução" data-ved="2ahUKEwi8jd-Gr-KPAxWoErkGHUlxOnYQ3ewLegQICxAV" aria-label="Texto traduzido: This article presents an overview of the challenges and opportunities faced by education professionals in the digital age, highlighting the importance of teacher training adapted to new technologies. With the rapid evolution of digital tools, educators are faced with the need to adapt their pedagogical practices to meet the demands of a constantly changing world. Technological integration in teaching is not just a matter of access to devices, but involves a transformation in the way knowledge is produced, shared, and assimilated. The main challenges educators face in teacher training in a digital context include resistance to change and a lack of adequate training in digital technologies. By understanding these obstacles, we can begin to discuss how digital competencies should be incorporated into teacher training curricula.">This article presents an overview of the challenges and opportunities faced by education professionals in the digital age, highlighting the importance of teacher training adapted to new technologies. With the rapid evolution of digital tools, educators are faced with the need to adapt their pedagogical practices to meet the demands of a constantly changing world. Technological integration in teaching is not just a matter of access to devices, but involves a transformation in the way knowledge is produced, shared, and assimilated. The main challenges educators face in teacher training in a digital context include resistance to change and a lack of adequate training in digital technologies. By understanding these obstacles, we can begin to discuss how digital competencies should be incorporated into teacher training curricula. In this sense, continuing education in digital technologies stands out as a crucial aspect for educators to f…
subject: Comments and Essays
  topic: section
subject: Teacher training
  topic: keywords
subject: Digital Education
  topic: keywords
creator: Ana Marcia dos Santos Gomes
rights: Copyright (c) 2025 Jornal de Educação Aplicada https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-11
publication date: 2025-09-11

Modernizing Education with Moodle 5: Tools for Educators in Transformation
type: item
description: <pre id="tw-target-text" class="tw-data-text tw-text-large tw-ta" dir="ltr" tabindex="-1" role="text" data-placeholder="Tradução" data-ved="2ahUKEwj2loWxve-PAxU-lJUCHZ1fMmoQ3ewLegQIChAV" aria-label="Texto traduzido: This article analyzes how modernizing teaching with Moodle 5 can transform pedagogical practice, addressing its innovative features and the concrete benefits that can be achieved through its implementation. Moodle, as a learning management platform, has proven essential to contemporary educational development. Throughout the work, readers will be guided through a series of interconnected topics that not only highlight Moodle 5's capabilities but also the relevance of these tools in teacher training in a constantly evolving educational context. In the first section, we will discuss the main features of Moodle 5, exploring how they connect to contemporary teaching needs. These features are designed to offer more than just a virtual learning environment; they facilitate personalized learning and promote interactivity. The second section will address how modernizing teaching through Moodle 5 can benefit pedagogical practice and student learning, emphasizing the importance of more dynamic and student-centered teaching.">This article analyzes how modernizing teaching with Moodle 5 can transform pedagogical practice, addressing its innovative features and the concrete benefits that can be achieved through its implementation. Moodle, as a learning management platform, has proven essential to contemporary educational development. Throughout the work, readers will be guided through a series of interconnected topics that not only highlight Moodle 5's capabilities but also the relevance of these tools in teacher training in a constantly evolving educational context. In the first section, we will discuss the main features of Moodle 5, exploring how they connect to contemporary teaching needs. These features are designed to offer more than just a virtual learning envi…
subject: Comments and Essays
  topic: section
subject: Educational tools
  topic: keywords
subject: Teacher training
  topic: keywords
subject: Moodle 5
  topic: keywords
creator: Ana Marcia dos Santos Gomes dos Santos Gomes
rights: Copyright (c) 2025 Jornal de Educação Aplicada https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-11
publication date: 2025-09-11

Moodle 5 for Teachers: How to Use the New Tools to Transform Teaching
type: item
description: <pre id="tw-target-text" class="tw-data-text tw-text-large tw-ta" dir="ltr" tabindex="-1" role="text" data-placeholder="Tradução" data-ved="2ahUKEwi8jd-Gr-KPAxWoErkGHUlxOnYQ3ewLegQICxAV" aria-label="Texto traduzido: The digital transformation in education has driven the use of Virtual Learning Environments (VLEs) as a fundamental support for hybrid and remote learning. Among these platforms, Moodle stands out as one of the most widely adopted solutions worldwide, promoting accessibility, flexibility, and innovation in the teaching-learning process. With the launch of Moodle 5, educators find a robust set of new features, ranging from a more intuitive interface to integration with artificial intelligence-based tools. This article aims to offer a practical contribution to teacher training, presenting objective ways to learn and apply Moodle 5 features in their courses. More than understanding the technology, it's about incorporating it with pedagogical intention.">The digital transformation in education has driven the use of Virtual Learning Environments (VLEs) as a fundamental support for hybrid and remote learning. Among these platforms, Moodle stands out as one of the most widely adopted solutions worldwide, promoting accessibility, flexibility, and innovation in the teaching-learning process. With the launch of Moodle 5, educators find a robust set of new features, ranging from a more intuitive interface to integration with artificial intelligence-based tools. This article aims to offer a practical contribution to teacher training, presenting objective ways to learn and apply Moodle 5 features in their courses. More than understanding the technology, it's about incorporating it with pedagogical intention.
subject: Comments and Essays
  topic: section
subject: Teacher training
  topic: keywords
subject: Educational Technologies
  topic: keywords
subject: Educational Platforms
  topic: keywords
subject: Moodle 5
  topic: keywords
creator: Ângela Maria Ferreira de Oliveira Lourdes
rights: Copyright (c) 2025 Jornal de Educação Aplicada https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-11
publication date: 2025-09-11

Modernizing teaching with Moodle 5: practical strategies for teachers who innovate in education
type: item
description: Education is currently undergoing a period of intense transformation brought about by digital technologies. In this context, Moodle 5 emerges as an evolution, standing out among learning management platforms (LMS), offering new features that enhance teaching and learning possibilities. For educators committed to staying up-to-date, understanding and applying the new version's features is essential to promoting more interactive, personalized, and efficient education. This article will present an analysis of Moodle 5's features and propose objective suggestions for teachers to incorporate these tools into their teaching practices. The focus is on practical contributions to teacher training, with an emphasis on active methodologies, formative assessments, personalized learning, and efficient course management.
subject: Comments and Essays
  topic: section
subject: Educational Innovations
  topic: keywords
subject: Educational Technologies
  topic: keywords
subject: Educational Platforms
  topic: keywords
subject: Moodle 5
  topic: keywords
creator: Vinicius Moraes de Mello
rights: Copyright (c) 2025 Jornal de Educação Aplicada https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-11
publication date: 2025-09-11

Google Classroom: An Ally in 21st-Century Education
type: item
description: In recent years, education has been significantly impacted by the digital revolution, becoming increasingly present in learning environments and transforming the way teachers teach and students learn. With the emergence of hybrid and remote education, the use of digital educational platforms has become progressively necessary. In 2014, Google Classroom was launched as a tool designed to manage classes, organize content, and promote communication between teachers and students. With its recent innovations, the platform has strengthened the integration between technology and teaching, enabling more interactive, accessible, and efficient learning. This article addresses the most recent innovations in Google Classroom and their contributions to more dynamic, personalized, and inclusive teaching. It also analyzes the effects of these resources on the educational experience and discusses challenges, strengths, and future perspectives.
subject: Comments and Essays
  topic: section
subject: Google Classroom
  topic: keywords
subject: Digital Education
  topic: keywords
subject: Educational Technology
  topic: keywords
creator: Vinicius Moraes de Mello
rights: Copyright (c) 2025 Jornal de Educação Aplicada https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-05-08
publication date: 2025-05-08

New Paths for Education Professionals: Challenges and Possibilities in the Age of Digital Technology
type: item
description: <pre class="tw-data-text tw-text-large tw-ta" dir="ltr" tabindex="-1" role="text" data-placeholder="Tradução" data-ved="2ahUKEwi8jd-Gr-KPAxWoErkGHUlxOnYQ3ewLegQICxAV" aria-label="Texto traduzido: The Greek philosopher Socrates believed that the role of an educator was not limited to transmitting knowledge, but also to offer students the means to seek truth and, through it, develop a critical sense of their own. He used questioning, dialogue, and self-knowledge as teaching tools. He left no written record of his teachings, but he was so inspiring that he had disciples to pass on his legacy—like "a certain Plato," who, given his brilliance, presumably did not simply write down the verbatim text of his master's words. Let's leave 5th-century BC Greece and leap forward to the digital society of the 21st century. It is undeniable that the advancement of information and communication technologies demands a reinvention of education. Digital tools, especially artificial intelligence (AI), have enabled—and demanded—new forms of teaching, learning, and assessment, as well as unprecedented possibilities for action, training, and interaction with students. But every change brings challenges.">The Greek philosopher Socrates believed that the role of an educator was not limited to transmitting knowledge, but also to offer students the means to seek truth and, through it, develop a critical sense of their own. He used questioning, dialogue, and self-knowledge as teaching tools. He left no written record of his teachings, but he was so inspiring that he had disciples to pass on his legacy—like "a certain Plato," who, given his brilliance, presumably did not simply write down the verbatim text of his master's words. Let's leave 5th-century BC Greece and leap forward to the digital society of the 21st century. It is undeniable that the advancement of information and communication technologies demands a reinvention of education. Digital tools, especially artificial intelligence (AI), …
subject: Comments and Essays
  topic: section
subject: Teacher training
  topic: keywords
subject: Educational Technologies
  topic: keywords
subject: Digital Education
  topic: keywords
creator: Paloma da Silveira Leite
rights: Copyright (c) 2025 Jornal de Educação Aplicada https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-11
publication date: 2025-09-11

Educating in the Digital Age: Practical and Real-World Paths for Teachers Who Want to Move Forward with Purpose
type: item
description: <pre id="tw-target-text" class="tw-data-text tw-text-large tw-ta" dir="ltr" tabindex="-1" role="text" data-placeholder="Tradução" data-ved="2ahUKEwi8jd-Gr-KPAxWoErkGHUlxOnYQ3ewLegQICxAV" aria-label="Texto traduzido: Teaching today is almost like walking on constantly changing terrain—and that's not a poetic metaphor. It's a fact. Classroom dynamics have changed, student demands have multiplied, and the digital universe has expanded so rapidly that many educators find themselves torn between curiosity and exhaustion. After all, how can one maintain the quality of teaching, keep up with technological innovations, deal with institutional pressures, and still preserve the human meaning of education? This article is not intended to romanticize the use of technology in the classroom, nor to offer ready-made formulas. The purpose here is different: to present a realistic, practical, and sensitive interpretation of how educators—from a wide range of fields—can intentionally and gradually embrace digital tools. In doing so, they not only update their practices but also rediscover meaning in their profession, reinventing themselves with authenticity and purpose.">Teaching today is almost like walking on constantly changing terrain—and that's not a poetic metaphor. It's a fact. Classroom dynamics have changed, student demands have multiplied, and the digital universe has expanded so rapidly that many educators find themselves torn between curiosity and exhaustion. After all, how can one maintain the quality of teaching, keep up with technological innovations, deal with institutional pressures, and still preserve the human meaning of education? This article is not intended to romanticize the use of technology in the classroom, nor to offer ready-made formulas. The purpose here is different: to present a realistic, practical, and sensitive interpretation of how educators—from a wide range of fields—can intentionally and gradually embrace digital tools. In doing so, they not only…
subject: Comments and Essays
  topic: section
subject: Digital Education
  topic: keywords
subject: Teacher training
  topic: keywords
subject: Educational tools
  topic: keywords
creator: Emanuelle Schneider Atania
rights: Copyright (c) 2025 Jornal de Educação Aplicada https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-11
publication date: 2025-09-11

Personalization and autonomy in distance learning: artificial intelligence and the paths to tailored education
type: item
description: <pre id="tw-target-text" class="tw-data-text tw-text-large tw-ta" dir="ltr" tabindex="-1" role="text" data-placeholder="Tradução" data-ved="2ahUKEwi8jd-Gr-KPAxWoErkGHUlxOnYQ3ewLegQICxAV" aria-label="Texto traduzido: Until recently, the idea of ​​a system capable of adapting instruction to each student's needs sounded futuristic. But advances in artificial intelligence (AI) have accelerated this process, bringing tools to the classroom—physical or virtual—that personalize learning in unprecedented ways. Instead of uniform, generalized instruction, we're now talking about 1:1 models, where each student has an AI application that recognizes their pace, learning style, and specific challenges, offering tailored support. This transformation speaks directly to the challenges faced by higher education: students with diverse backgrounds, inequalities in access, concentration difficulties, and a world constantly evolving. How can we ensure that everyone progresses with quality and autonomy in this scenario? One path lies in AI-mediated personalized learning, which is already being discussed by experts and institutions worldwide.">Until recently, the idea of ​​a system capable of adapting instruction to each student's needs sounded futuristic. But advances in artificial intelligence (AI) have accelerated this process, bringing tools to the classroom—physical or virtual—that personalize learning in unprecedented ways. Instead of uniform, generalized instruction, we're now talking about 1:1 models, where each student has an AI application that recognizes their pace, learning style, and specific challenges, offering tailored support. This transformation speaks directly to the challenges faced by higher education: students with diverse backgrounds, inequalities in access, concentration difficulties, and a world constantly evolving. How can we ensure that everyone progresses with quality and autonomy in this scenario? One path lies in AI-mediated personalized learning, which is al…
subject: Comments and Essays
  topic: section
subject: artificial intelligence
  topic: keywords
subject: personalized learning
  topic: keywords
subject: Educational Innovations
  topic: keywords
creator: Emanuelle Schneider Atania
rights: Copyright (c) 2025 Jornal de Educação Aplicada https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-11
publication date: 2025-09-11

The evolution of educational platforms: from traditional teaching to Moodle 5
type: item
description: <pre id="tw-target-text" class="tw-data-text tw-text-large tw-ta" dir="ltr" tabindex="-1" role="text" data-placeholder="Tradução" data-ved="2ahUKEwi8jd-Gr-KPAxWoErkGHUlxOnYQ3ewLegQICxAV" aria-label="Texto traduzido: The history of education clearly reflects the social, cultural, and technological transformations of each period. For centuries, the teaching-learning process occurred primarily in classroom settings, with the teacher occupying a central role and utilizing resources such as chalkboards, chalk, printed books, and notebooks. In this model, knowledge circulated linearly, from teacher to student, in a predominantly expository and unidirectional dynamic. Throughout the 20th century, new educational technologies began to be incorporated into pedagogical practices. Radio, television, and projectors began to complement classes, expanding access to diverse content and encouraging new ways of presenting information. Although these advances represented important changes, the structure of knowledge transmission remained strongly centered on the teacher and the physical space of the classroom.">The history of education clearly reflects the social, cultural, and technological transformations of each period. For centuries, the teaching-learning process occurred primarily in classroom settings, with the teacher occupying a central role and utilizing resources such as chalkboards, chalk, printed books, and notebooks. In this model, knowledge circulated linearly, from teacher to student, in a predominantly expository and unidirectional dynamic. Throughout the 20th century, new educational technologies began to be incorporated into pedagogical practices. Radio, television, and projectors began to complement classes, expanding access to diverse content and encouraging new ways of presenting information. Although these advances represented important changes, the structure of knowledge transmission remained strongly centered on the teacher and the physical space of the classr…
subject: Comments and Essays
  topic: section
subject: Educational evolution
  topic: keywords
subject: Educational Platforms
  topic: keywords
subject: Moodle 5
  topic: keywords
creator: Alba Valéria Bibiano Dias
rights: Copyright (c) 2025 Jornal de Educação Aplicada https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-11
publication date: 2025-09-11

Distance learning and academic quality: perspectives with the new legal framework of 2025
type: item
description: <pre id="tw-target-text" class="tw-data-text tw-text-large tw-ta" dir="ltr" tabindex="-1" role="text" data-placeholder="Tradução" data-ved="2ahUKEwi8jd-Gr-KPAxWoErkGHUlxOnYQ3ewLegQICxAV" aria-label="Texto traduzido: Society has undergone profound transformations since the popularization of the internet. Technology now plays an essential role in various spheres of social life, from communication to interpersonal relationships, from the way we express ourselves to the ways we teach and learn. In this context, Distance Education (DE), also known as remote learning or e-learning, has gained prominence, especially in higher education. With the growing adoption of this modality by institutions and students, it has become necessary to rethink its legal and pedagogical foundations. On May 19, 2025, Decree No. 12,456/2025 was published, signed by President Luiz Inácio Lula da Silva and the Minister of Education, Camilo Santana. This regulatory framework establishes the guidelines for the new National Distance Education Policy. The Ministry of Education's proposal is to promote a regulatory repositioning that brings greater conceptual clarity to DE standards and ensures more rigorous quality parameters in the offering of courses and curricular components in this modality.">Society has undergone profound transformations since the popularization of the internet. Technology now plays an essential role in various spheres of social life, from communication to interpersonal relationships, from the way we express ourselves to the ways we teach and learn. In this context, Distance Education (DE), also known as remote learning or e-learning, has gained prominence, especially in higher education. With the growing adoption of this modality by institutions and students, it has become necessary to rethink its legal and pedagogical foundations. On May 19, 2025, Decree No. 12,456/2025 was published, signed by President Luiz Inácio Lula da Silva and the Minister of Education, Camilo Santana.…
subject: Comments and Essays
  topic: section
subject: distance learning
  topic: keywords
subject: Legislation in education
  topic: keywords
subject: News in education
  topic: keywords
subject: Academic quality
  topic: keywords
creator: Thaís Cavenatti Barletta
rights: Copyright (c) 2025 Jornal de Educação Aplicada https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-11
publication date: 2025-09-11

Didactic transposition: a historiographical look at history teaching in virtual learning environments
type: item
description: <pre id="tw-target-text" class="tw-data-text tw-text-large tw-ta" dir="ltr" tabindex="-1" role="text" data-placeholder="Tradução" data-ved="2ahUKEwi8jd-Gr-KPAxWoErkGHUlxOnYQ3ewLegQICxAV" aria-label="Texto traduzido: 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.">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 fo…
subject: Comments and Essays
  topic: section
subject: Plataformas educacionais
  topic: keywords
subject: Evolução educacional
  topic: keywords
subject: Educação Digital
  topic: keywords
creator: Alba Valéria Bibiano Dias
rights: Copyright (c) 2025 Jornal de Educação Aplicada https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-11
publication date: 2025-09-11