Abstract

ABDALLA, Maria de Fátima Barbosa. Implicações da didática na formação do professor universitário: desafios e perspectivas. Rev. Diálogo Educ. [online]. 2011, vol.11, n.33, pp.353-374. ISSN 1981-416X.

This paper aims to reveal the challenges and prospects of Didactics insofar as its epistemological statute is concerned, reflecting on its implications for training university professors and on their actions in face of the complexity of professionalization. On one hand, it maps different surveys about and for Didactics, emphasizing its curricular route and epistemological statute as a subject area of teaching. And, on the other, through testimonials, it analyzes the representations of teachers on the importance of Didactics for the (re)construction of the professor’s professional identity, highlighting the didactics action issue based on three categories of analysis: the class situation, the demands of learning, and the professor’s function/task. The paper emphasizes that the challenges/prospects facing Didactics result, on one hand, from the need to continue building didactic theories that can consolidate this area and, on the other, from the urgency in resolving the impasses arising in relation to the instances of the production of knowledge developed in the academic field and the issues surrounding the profession, i.e., the field of professional practice.

Keywords : Didactics; Professional Identity; Didactics Action.

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