FROM TECHNICAL PRESCRIPTION TO CRITICAL PERSPECTIVES: SOME PATHS OF DIDACTICS IN BRAZIL

Abstract

This essay falls within the scope of research that seeks to deepen discussions about didactics, aiming at its strengthening as a discipline and as a theoretical-practical investigative field. The objective is to critically explain the concept of didactics and present a brief bibliographic review of its historical trajectory in teacher training courses in Brazil, pointing out some current trends. The research, of a qualitative nature, presents a bibliographic review based on the studies of important theorists, references in the study of Pedagogy and Didactics, such as Candau (2001, 2004, 2009, 2023), Franco (2012, 2018, 2022), Libâneo (1992, 2012), Pimenta (2023), Veiga (1992, 2007), among others. Revisiting its history in teacher training courses in Brazil allows for understanding the roots of the reductionist and instrumental conception of the subject and the importance of critical studies that question and denounce the fallacy of technical prescription, applicable to any reality. It concludes with the defense of a didactics that engages in dialogue with teachers to understand the demands that arise in the school setting, reinterpreting classic and emerging topics from a critical and emancipatory perspective.