Da sala de aula ao laboratório de dados: contribuições do conceito de docência expandida para a educação na cultura digital

Abstract

The transformations promoted by digital culture and artificial intelligence have significantly impacted teaching, learning, and teacher education processes. In this context, it becomes necessary to rethink the role of teachers in a society characterized by data production, connectivity, and the increasing presence of intelligent technologies in educational environments. This article aims to discuss the theoretical foundations of the concept of Expanded Teaching and analyze its contributions to teaching practice in digital culture. This is a qualitative theoretical study developed through a literature review and conceptual analysis, grounded in authors who discuss digital culture, teacher education, meaningful learning, creative learning, and artificial intelligence in education. The study brings together contributions from Freire, Tardif, Ausubel, Papert, Resnick, Lévy, Moran, Bruner, and recent UNESCO documents, proposing Expanded Teaching as an approach capable of integrating pedagogical inquiry, critical data literacy, technological mediation, creativity, and human development. As its main theoretical contribution, the article presents five foundational pillars of Expanded Teaching: investigative teaching, data-informed teaching, creative and authorial teaching, critical digital teaching, and humanized teaching. It argues that the classroom can be understood as a laboratory for data analysis, inquiry, and knowledge production, where teachers and students assume active roles in constructing meaningful learning experiences. The study concludes that Expanded Teaching provides a relevant theoretical framework for understanding contemporary educational challenges, strengthening teacher education, and supporting more critical, reflective, and digitally informed pedagogical practices.