Beyond Tradition: Reimagining the Lesson as an Integrated System of Classic and Digital Didactics

This article explores the theoretical and philosophical foundations of the lesson as the core of teaching activity and highlights the need to overcome the hierarchical distinction between traditional and digital lessons, seeking a balance that effectively combines classical and modern approaches to teaching. Through an examination that ranges from Develay’s didactic triangle to Popper and Gadamer’s hermeneutics, the article proposes viewing the lesson as a dynamic and open system, capable of being adapted and transformed to match the needs of both physical and digital learning contexts. Thus, the lesson becomes a "labyrinth" of interactions that allow the teacher to exercise didactic mediation, going beyond the limitations of a unidirectional transmission of knowledge.