Informatics transposition and connectivism theory in the construction of knowledge

Abstract

The article discusses the relationship between Informatics Transposition and Connectivism Theory in the construction of knowledge in the contemporary context, marked by the expansion of Digital Information and Communication Technologies (DICT). The study presents a critical analysis of the transformations in the socio-technical landscape and their impacts on teaching-learning processes, highlighting the emergence of Virtual Learning Environments (VLEs) and their implications for education. The research addresses the challenges and limitations of traditional learning theories in the face of the new technological scenario, emphasizing the need for new theoretical approaches, such as Connectivism proposed by George Siemens. Critical aspects are discussed, such as information overload (‘infoxication’), knowledge obsolescence, inequality in access to technologies, and the role of artificial intelligence in the educational process. The work concludes that the conceptual foundations of Connectivism offer more adequate responses to the educational demands of the 21st century, recognizing learning as a continuous process that occurs in various environments, inside and outside formal education spaces.