DIDÁTICA E EXPERIMENTAÇÕES NOS MODOS DE ENSINAR1

Abstract

The central motto of this essay is to problematize the place of didactics in teaching, as well as reviewing and updating its conceptions. Based on a brief introduction about theoretical movimentations on education, pedagogy and didactics, reports on the trajectories of two researchers teachers are presented, with mention to experiments covering the 1971-2020 period. With didactics as the central axis, relevant issues on education and pedagogy are discussed. In such an incursion, the multiple contours of this field of knowledge that has been the subject of heated debates for decades are highlighted, especially in the Movement Didactics in Question. Considering its intertwining with specific socio-political and cultural conditions, as well as with theoretical and conceptual trends emerging in different historical contexts, it is exposed, now in face of the tense circumstances of a pandemic, the growing understanding that the "art of teaching" deals with the unexpected, with experimentation and with creation.