Disciplina de didática: um estudo exploratório a partir dos planos de ensino

• Autor(a) principal: Franco, Maria Amélia Santoro
• Data de Publicação: 2011
• Outros Autores: Guarnieri, Maria Regina [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://periodicos.unisantos.br/index.php/pesquiseduca/article/view/151; http://hdl.handle.net/11449/124736
• topic: Teacher Education; Didatic; Teaching; Teaching Plans; Formação de Professores; Didática; Planos de Ensino

The present investigation intended to understand how Didatic has been interpreted by teachers who work with this discipline in undergraduate courses. We assume that there are still many controversies and contradictions in consideration of the epistemological status of didactics, and that this knowledge object is on constant review by professionals. Initially we were seeking evidence in the plans of courses, however, this search has put us in a situation of confusion, of uncertainty and highlighted structural problems which, at first, prevented us from using pure and simple of the contents of the plans. We analyzed 76 lesson plans, allocated to institutions in different Brazilian states, different types of institutions and the diversity was so great that led us to characterize this study as exploratory and tell us the relevance of analyzing them in the perspective of "facets". To deepen the understanding we were interviewing teachers and two focus groups conducted with teachers of Teaching. Triangulating the analysis of plans, with the reflections from the interviews, the speeches and also in the focus group data, observation of teaching practice, we put some insights on issues, even though preliminary and will require further research.