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ABSTRACT: This article aims to describe didactic mediation using interactive digital
technologies in two disciplines in an interdisciplinary program. From a teaching
perspective, didactic mediation was adopted, which includes experiences of autonomy
and collaboration on the part of all those involved in the educational experience:
teachers and students. In two semesters innovation has been implemented in the
disciplines, where the author was a teacher, with the inclusion of technologies. In these
initiatives, with the proposal of new spaces and new methodologies, it was sought to
favor student learning, helping him to learn to learn, to learn to think, to situate his
learning, articulating with his previous knowledge and to learn to negotiate the ideas in
group work, that is, developing new skills more articulated to the current context, the
21st century. The mediation implemented in these two disciplines has effectively sought
to provide a more dynamic, engaging and more interactive learning. They reveal the
teaching position assumed by the author and also teacher of both disciplines. It is thus
assessed how these didactic and technological combinations responded to the objectives
of ICT integration in interdisciplinary fields chosen for the experience supported by an
active methodology.
Keywords: Didactic mediation. Interactive digital technologies. Interdisciplinarity.
Active methodologies.
1. INTRODUÇÃO
Trilha-se um caminho alinhado com as tecnologias de informação e
comunicação (TIC). Em experiências na Educação Superior, no sistema formal de
ensino, como essas tecnologias devem ser integradas nas práticas docentes? E tal
contexto educativo responde pela formação que o novo contexto exige? Vivem-se
tempos em que se exige formação permanente, diante da constante atualização do
próprio sistema, das atualizações avassaladoras das mídias e das exigências no mundo
competitivo. Entretanto, os dados estatísticos das avaliações demonstram um
empobrecimento cognitivo, ainda não corrigido pelos nossos sistemas educacionais.
Como o ensino superior, em especial, a pós-graduação, responde por essas exigências?
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