Resumen

SFORNI, Marta Sueli de Faria; BELIERI, Cleder Mariano  y  BELETI JUNIOR, Carlos Roberto. Implications of the analysis of teaching content in its logical-historical aspect for the definition of didactic actions. Obutchénie: R. de Didat. e Psic. Pedag. [online]. 2024, vol.8, e2024-22.  Epub 10-Jun-2025. ISSN 2526-7647.  https://doi.org/10.14393/obv8.e2024-22.

This essay aims to demonstrate how the analysis of the logical-historical movement of the content to be taught theoretically equips teachers in defining teaching actions aimed at developing students' theoretical thinking. The manuscript is based on Dialectical Logic, Cultural-Historical Theory, and Developmental Teaching Theory. To understand the implications of this analysis in defining teaching actions, an analysis exercise of the content on the physical state changes of water from the Natural Sciences curriculum component is presented as an example. The analysis of the logical-historical movement allows identifying what is central to understanding the conceptual system being taught, as well as recognizing the various objects and phenomena that can gain intelligibility through its appropriation. This analysis changes the way content and teaching methods are conceived.

Palabras clave : Teaching; Conceptual Learning Didactics.

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