THEORETICAL AND TECHNOLOGICAL KNOWLEDGE IN DISTANCE EDUCATION: AN ANALYSIS OF DIDACTIC RESOURCES IN THE PEDAGOGY COURSE

Abstract

The present study analyzes the challenges and demands of students of the Distance Education Pedagogy Course at UFPR in relation to theoretical and technological knowledge. The research, of a qualitative and exploratory-descriptive nature, was conducted based on the netnographic methodology, examining the interaction of students with analog and digital didactic resources. Responses were collected from 41 students, through questionnaires applied in the Virtual Learning Environment (VLE). The results indicate that, although analog resources are still widely used and valued by students, digital technologies have become increasingly present and essential in the training process. Among the main digital resources pointed out are the use of notebooks, cell phones, videoconferencing platforms and digital materials. The study highlights the difficulties faced by students in handling these tools, especially in the context of the pandemic, which accelerated the transition to digital education. It is concluded that the integration between analog and digital resources is fundamental to meet the contemporary demands of Distance Education, and it is necessary to have a pedagogical planning that promotes inclusion and technological accessibility for all students, in order to enhance learning and promote effective teacher training.