CONCEITO DE DIDÁTICA E DESENVOLVIMENTO CURRICULAR SUBJACENTE ÀS TESES DE DOUTORAMENTO NA UA

• Autor(a) principal: Moreira, Luís Filipe Torres
• Data de Publicação: 2023
• Outros Autores: Luz, Filomena Cerqueira, dos Santos, Juniele Paulina
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://proa.ua.pt/index.php/ilcj/article/view/31215

This article stems from the work carried out in the Curricular Unit of Didactics and Curricular Development of the Doctoral Program of Education at the University of Aveiro. It was selected and analysed Doctoral Theses in Didactics from the University of Aveiro (themes, motivations, objectives, methodologies, conclusions, paths and recommendations). It fits into a qualitative methodology, of a descriptive/interpretative nature, using documents collection and content analysis. The results obtained reinforce the perspective of interdisciplinarity, in research and teaching, with gains in terms of guaranteeing educational quality and, on the other hand, a more easily operationalized curriculum stands out if worked from a perspective of intensifying intra and inter-institutional collaborations, for example opening the school to spaces of non-formal and informal education, with the defense of continuous and in-service training for teachers. As recommendations, it is seen as essential to explore a concept of Didactics that: (i) operationalize on the ground the awareness of the growing complexity of new social problems in a world in rapid change, in rapid reconfiguration, in constant reimagination; (ii) promote, through its agents, the ability to “listen to the OTHER”, to include them by developing a sense of belonging that aggregates and mobilizes new connections and interfaces; (iii) reimagine spaces to transform education and its actors, and to let themselves be transformed by them and (iv) invest in the continuous training of education professionals - a lifelong education for the (co)development of the teacher and benefit of students and the teaching-learning process.