Didactics and teacher education: the construction of memories in digital culture

Abstract

This article seeks to analyze the role of the teacher in digital culture, by reflecting on the challenges and perspectives of teaching practice in the construction of memories. Digital technology has become an intrinsic element of everyday life because it is an inseparable part of culture and society, including education through teaching practice in everyday school life. Digital culture goes beyond the domain of technological tools, as it also involves an important reflection on how these technologies affect the way we learn and teach. In this sense, the present study is based on a literature review that served as a basis for analyses and reflections on the role of teachers and the construction of memories in the context of digital culture. Teacher education is a continuous process of professional development that aims to prepare educators to face the challenges of the classroom by incorporating pedagogical theories, effective teaching strategies and technological skills in a meaningful way the school daily life. The research revealed that despite the great advance of digital technologies, the figure of the teacher continues to have its degree of importance for being the interlocutor agent between technological devices and students in the search for knowledge and in the construction of affective memories, resulting in positive and emancipatory pedagogical practices.

Keywords: didactics; teacher education; digital technologies; digital culture; memories.