A DIDÁTICA E A PRÁTICA PEDAGÓGICA DOS DOCENTES: DIMENSÕES CONSTITUTIVAS E A CONSTRUÇÃO DE CONHECIMENTOS

Abstract

This article aims to reflect on the constitutive principles of didactics for the construction knowledge of pedagogical practice. The objective is to analyze the pedagogical practice in Physics on high school. The data are the result of an empirical study on pedagogical planning, teaching methodologies and assessment of apprenticeship, of students in the 1st and 2nd year classes of a high school in a public school of Fortaleza, Brasil. For this, it was used as a methodological basis for research, the application of questionnaires to students, interviews with teachers and the observations of the classes. The text articulates references of studies on the practice pedagogic based on a specific didactics to promote the knowledge of the teachers and the development of the teaching-learning process. We concluded that, knowing how to teach is to recognize educational challenges, in which teaching and learning subordinate to the evaluative and reflective practice of teachers, as well as to adoption of the three principles of specific didactics: multidimensionality, reflexivity and communication.