Didactics: from its definition and history to its grounds on dialogue
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/29783 |
Resumo: | The objective of this article is to understand and analyze the history of didactics and its concept evolution in the field of education. In its theoretical grounds, the concept of dialogue is a key element to its explanation and educational analysis. The method used is the historical documentary review, based on a hermeneutic track on intellectual production developed historically and socially. Interpreted data were organized under a logical and chronological order of the main representatives of didactics. The most outstanding ones as well as paradigms, models, elements, sequence and didactic environments together with the clear difference of the concept of curriculum led to the identification of four stages: pre-didactics, dialectic didactics, classic didactics and digital times didactic. One of the first definitions refers to didactics as the art in the method of teaching and learning. Afterwards, theoretical elaboration brought about the concepts of differential, general and specific didactics. Later, didactics started being considered as a science, recognizing that it makes part of pedagogy with a practical dimension and with scientific grounds. Currently, based on the contributions of neurosciences and of digital progress, a new discipline was created: Neurodidactics, which optimizes the brain development, together with dialogic didactics, which highlights the clue role of dialogue to foster learning. In conclusion, educators should recognize that didactics has undergone changes and must privilege dialogue as a principle in the reconceptualization of knowledge in the field of education. |
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Didactics: from its definition and history to its grounds on dialogueDidáctica: desde su definición e historia hasta su fundamento en el diálogoDidáctica desde a sua definição e história até à sua base em diálogoDialógicaDidácticaDocumentalHistoriaRevisión. DidáticaDialógicaDocumentalRevisãoHistórica.DialogicDidacticsDocumentaryHistoryRevision.The objective of this article is to understand and analyze the history of didactics and its concept evolution in the field of education. In its theoretical grounds, the concept of dialogue is a key element to its explanation and educational analysis. The method used is the historical documentary review, based on a hermeneutic track on intellectual production developed historically and socially. Interpreted data were organized under a logical and chronological order of the main representatives of didactics. The most outstanding ones as well as paradigms, models, elements, sequence and didactic environments together with the clear difference of the concept of curriculum led to the identification of four stages: pre-didactics, dialectic didactics, classic didactics and digital times didactic. One of the first definitions refers to didactics as the art in the method of teaching and learning. Afterwards, theoretical elaboration brought about the concepts of differential, general and specific didactics. Later, didactics started being considered as a science, recognizing that it makes part of pedagogy with a practical dimension and with scientific grounds. Currently, based on the contributions of neurosciences and of digital progress, a new discipline was created: Neurodidactics, which optimizes the brain development, together with dialogic didactics, which highlights the clue role of dialogue to foster learning. In conclusion, educators should recognize that didactics has undergone changes and must privilege dialogue as a principle in the reconceptualization of knowledge in the field of education.El artículo tiene como objetivo de investigación comprender y analizar la historia de la didáctica y su evolución conceptual en el campo de la educación. En su fundamentación teórica la concepción dialógica es elemento esencial para su explicación y análisis educativo. La metodología empleada es la revisión documental histórica, basada en un rastreo hermenéutico sobre la producción intelectual desarrollada histórica y socialmente. Los datos interpretados fueron organizados siguiendo un orden lógico y cronológico de principales exponentes de la didáctica. Entre los más destacados, y teniendo en cuenta paradigmas, modelos, elementos, secuencia y ámbitos didácticos, el concepto de currículo, y las cuatro etapas llamadas pre-didáctica, didáctica-dialéctica, didáctica clásica y didáctica de la era digital, se encontró que una primera definición alude a la didáctica como el arte del método para enseñar y aprender; luego, con elaboración teórica se construyó el concepto de didáctica diferencial, reconociendo a su vez a la didáctica general y a la didáctica específica; posteriormente, se le considera como ciencia y surge la teoría educativa; luego, se resalta el diálogo como componente clave y se la asume como dimensión práctica, fundamentada científicamente, de la Pedagogía; con los aportes digitales y de las neurociencias, surge la Neurodidáctica, disciplina nueva que optimiza la enseñanza y el aprendizaje basada en el desarrollo del cerebro, y la didáctica dialógica resalta el papel central del diálogo. Se concluye que el profesor debe reconocer que la didáctica ha tenido cambios y que fundamentalmente debe privilegiar el diálogo como principio de la re-conceptualización del conocimiento.O objetivo deste artigo é compreender e analisar a história da didática e sua evolução conceitual no campo da educação. Em sua fundamentação teórica, a concepção dialógica é utilizada como elemento essencial para sua explicação e análise educacional. A metodologia utilizada é a revisão documental histórica, que consistiu em um rastreamento hermenêutico da produção intelectual desenvolvida histórica e socialmente. Os dados interpretados foram organizados seguindo uma ordem lógica e cronologia dos principais expoentes da didática. Entre as mais destacadas, e levando em conta paradigmas, modelos, elementos, sequência e áreas didáticas, o conceito de currículo, e as quatro etapas denominadas: pré-didática, didática-dialética, didática clássica e didática da era digital. Verificou-se que uma primeira definição refere-se à didática como a arte do método de ensinar e aprender; em seguida, com a elaboração teórica, construiu-se o conceito de didática diferencial, reconhecendo a didática geral e a didática específica; posteriormente, a didática é considerada como ciência e é criada a teoria educacional; a seguir, destaca-se o diálogo como componente chave da didática e a didática assume-se como dimensão prática, com fundamentação científica, da Pedagogia. Atualmente, e com as contribuições do digital e da neurociência, a Neuro didática surge como uma nova disciplina que otimiza os processos de ensino e aprendizagem baseados no desenvolvimento cerebral, assim como a didática dialógica que destaca ainda mais o papel central do diálogo. Conclui-se que o professor deve reconhecer que a didática sofreu mudanças e que deve privilegiar fundamentalmente o diálogo como princípio da reconceituação do conhecimento.Research, Society and Development2022-05-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2978310.33448/rsd-v11i7.29783Research, Society and Development; Vol. 11 No. 7; e42811729783Research, Society and Development; Vol. 11 Núm. 7; e42811729783Research, Society and Development; v. 11 n. 7; e428117297832525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIspahttps://rsdjournal.org/index.php/rsd/article/view/29783/26023Copyright (c) 2022 Leonor Cristina Peñafort Camacho; José Bastiani Gómezhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPeñafort Camacho, Leonor CristinaBastiani Gómez, José 2022-06-06T15:12:05Zoai:ojs.pkp.sfu.ca:article/29783Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:46:46.115768Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Didactics: from its definition and history to its grounds on dialogue Didáctica: desde su definición e historia hasta su fundamento en el diálogo Didáctica desde a sua definição e história até à sua base em diálogo |
title |
Didactics: from its definition and history to its grounds on dialogue |
spellingShingle |
Didactics: from its definition and history to its grounds on dialogue Peñafort Camacho, Leonor Cristina Dialógica Didáctica Documental Historia Revisión. Didática Dialógica Documental Revisão Histórica. Dialogic Didactics Documentary History Revision. |
title_short |
Didactics: from its definition and history to its grounds on dialogue |
title_full |
Didactics: from its definition and history to its grounds on dialogue |
title_fullStr |
Didactics: from its definition and history to its grounds on dialogue |
title_full_unstemmed |
Didactics: from its definition and history to its grounds on dialogue |
title_sort |
Didactics: from its definition and history to its grounds on dialogue |
author |
Peñafort Camacho, Leonor Cristina |
author_facet |
Peñafort Camacho, Leonor Cristina Bastiani Gómez, José |
author_role |
author |
author2 |
Bastiani Gómez, José |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Peñafort Camacho, Leonor Cristina Bastiani Gómez, José |
dc.subject.por.fl_str_mv |
Dialógica Didáctica Documental Historia Revisión. Didática Dialógica Documental Revisão Histórica. Dialogic Didactics Documentary History Revision. |
topic |
Dialógica Didáctica Documental Historia Revisión. Didática Dialógica Documental Revisão Histórica. Dialogic Didactics Documentary History Revision. |
description |
The objective of this article is to understand and analyze the history of didactics and its concept evolution in the field of education. In its theoretical grounds, the concept of dialogue is a key element to its explanation and educational analysis. The method used is the historical documentary review, based on a hermeneutic track on intellectual production developed historically and socially. Interpreted data were organized under a logical and chronological order of the main representatives of didactics. The most outstanding ones as well as paradigms, models, elements, sequence and didactic environments together with the clear difference of the concept of curriculum led to the identification of four stages: pre-didactics, dialectic didactics, classic didactics and digital times didactic. One of the first definitions refers to didactics as the art in the method of teaching and learning. Afterwards, theoretical elaboration brought about the concepts of differential, general and specific didactics. Later, didactics started being considered as a science, recognizing that it makes part of pedagogy with a practical dimension and with scientific grounds. Currently, based on the contributions of neurosciences and of digital progress, a new discipline was created: Neurodidactics, which optimizes the brain development, together with dialogic didactics, which highlights the clue role of dialogue to foster learning. In conclusion, educators should recognize that didactics has undergone changes and must privilege dialogue as a principle in the reconceptualization of knowledge in the field of education. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-05-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/29783 10.33448/rsd-v11i7.29783 |
url |
https://rsdjournal.org/index.php/rsd/article/view/29783 |
identifier_str_mv |
10.33448/rsd-v11i7.29783 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/29783/26023 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Leonor Cristina Peñafort Camacho; José Bastiani Gómez https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Leonor Cristina Peñafort Camacho; José Bastiani Gómez https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 11 No. 7; e42811729783 Research, Society and Development; Vol. 11 Núm. 7; e42811729783 Research, Society and Development; v. 11 n. 7; e42811729783 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052712742813696 |