| dc.description.abstract | This study aims to investigate how teaching knowledge can be articulated in the production of didactic content by content teachers, in a content development company, considering hybrid and multimodal contexts. The approach is qualitative, characterized by the methodological strategy of the case study. The instrument for data collection was document analysis. Data analysis was based on the articulation of pedagogical knowledge in a context of network society, considering the reconfiguration of learning times and spaces and in hybrid and multimodal contexts. The investigation was carried out from Learning Units (digital didactic content modules). From the data, it was evidenced that the teacher, in the role of content teacher, resignifies his performance based on his values and life history. In addition, hybridism requires a reflective attitude from the teacher in relation to their training and their daily practice, generating growth based on experience. Finally, the research revealed that the document studied, the Learning Units of the content development company, due to the hybrid and multimodal bias, contemplate many aspects mentioned by the studied theorists and there is also room for improvement, mainly in terms of: cooperation and collaboration of both the content teacher and the student in the didactic result of the unit. b) the use of adaptive learning systems. c) to explore more fully the possibilities of interaction and hypertext. | |
