This thesis aims to analyze how the desirable bodies of knowledge for teaching practice are structured and defined within the perspective of transmedia and the Culture of Convergence in the school context. The proposal, therefore, is to understand how the concepts of Transmedia Narratives and the Culture of Convergence can be incorporated into teaching practice in order to foster the development of teaching and learning processes in transmedia context. Through the steps that encompass the research approach adopted in this study, Design-Based Research - DBR, it was possible to identify that the integration of these concepts in the educational process is directly linked to the knowledge that allows the teacher to plan and develop teaching strategies that position students as the center of the educational process, making them protagonists of their learning, involving both an interactive, collaborative and collective production and construction of knowledge as well as an individualized one, given that in this process the subjectivity of each student is also present in the definition of transmedia narrative itineraries. As a result, the theoretical model entitled Transmedia Technological Pedagogical Content Knowledge (TPACK Transmedia) was proposed, which represents the categorization of teaching knowledge based on four interrelated dimensions of knowledge, namely pedagogical, specific content, technology and transmedia. Thus, this model presents itself as a form of knowledge resulting from iteration relationships between the four core dimensions that compose it, where each one directly influences the other, and allows a true integration of the specificities of transmedia in teaching practice and, accordingly, in the teaching and learning processes.