Abstract:
A didactic is an essential tool in the teacher's pedagogical practice. It establishes the relationship between the teacher, teaching, and learning since the didactic process can become a facilitator in the teaching and learning process. This research aims to analyze the place and role of didactics in the teaching and learning process. This work proposes to examine the importance of pedagogical praxis and consists of another effort to reconstruct knowledge about the importance of didactics in teaching. Thus, this research aims to contribute to the understanding of specific parameters that guided the discussions on the subject and build reflections on didactic knowledge and knowledge—the method used in bibliographic research. The results found were that Didactics is an area of Pedagogy that has teaching as its object of study. That is, it investigates the teaching praxis. An expanded vision of education was perceived, seeing that teaching can occur both in schools, in cultures, or societies. It was evident that didactics went through a whole process of evolution, ruptures, conceptions, and perspectives that gave rise to new didactic trends and the "famous" critical didactics that resulted from authors such as Candau, Pimenta, and Libâneo, among others, who analyzed the new trends in critical didactics show that it has given us a new look and perspective on the role of teachers, education, students, and especially the formation of individuals. It was noticed in the different critical didactics analyzed. No one can be considered the "best didactic" because they are different epistemologies, which problematize the same project: that of working the human integrity, from different didactic conceptions. It is concluded that it is up to each teacher to analyze them and choose the critical didactics that best suits the type of planned class, thus using several of them in the course of their pedagogical praxis.
