<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742024000100645</article-id>
<article-id pub-id-type="doi">10.1590/1980531411342</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ESTADO DA ARTE DO CAMPO DA DIDÁTICA NO BRASIL: AS PRODUÇÕES CIENTÍFICAS NO PERÍODO DE 2008 A 2018]]></article-title>
<article-title xml:lang="en"><![CDATA[THE STATE OF THE ART IN THE FIELD OF DIDACTICS IN BRAZIL: SCIENTIFIC PRODUCTIONS FROM 2008 TO 2018]]></article-title>
<article-title xml:lang="es"><![CDATA[EL ESTADO DEL ARTE DEL CAMPO DE LA DIDÁCTICA EN BRASIL: LAS PRODUCCIONES CIENTÍFICAS EN EL PERÍODO DE 2008 A 2018]]></article-title>
<article-title xml:lang="fr"><![CDATA[L&#8217;ÉTAT DE L&#8217;ART DES PRODUCTIONS SCIENTIFIQUES RELATIVES À LA DIDACTIQUE DE 2008 À 2018 AU BRÉSIL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martin-Franchi]]></surname>
<given-names><![CDATA[Giovanna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hobold]]></surname>
<given-names><![CDATA[Márcia de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Fundação Regional de Blumenau (FURB)  ]]></institution>
<addr-line><![CDATA[Blumenau SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina (UFSC)  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>54</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742024000100645&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742024000100645&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742024000100645&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo analisa as temáticas das produções científicas no Campo da Didática,1 a partir de 1.411 resumos de artigos, dissertações e teses publicados entre 2008 e 2018. A análise de conteúdo revelou que a maioria dos artigos está em periódicos de alta qualidade, enquanto dissertações e teses são predominantemente da região Sudeste, especialmente em instituições de ensino públicas estaduais. As produções demonstram diversidade temática, com foco em ensino, docência e educação. Termos como &#8220;sequência didática&#8221;, &#8220;livro didático&#8221; e &#8220;transposição didática&#8221; destacam a complexidade do Campo. Os resultados indicam a importância de entender essa diversidade temática, bem como os termos correlatos para o avanço do conhecimento no Campo da Didática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article examines the topics of scientific productions in the field of Didactics, based on 1,411 abstracts from articles, dissertations, and theses published between 2008 and 2018. Content analysis revealed that most articles were published in high-quality journals, while dissertations and theses were predominantly concentrated in the Southeast region, particularly in state public educational institutions. The productions show thematic diversity, with a focus on teaching, teacher practice, and education. Terms such as didactic sequence, didactic textbook, and didactic transposition underscore the complexity of the field. The results highlight the importance of understanding this thematic diversity and its related terms to advance knowledge in the field of Didactics.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza las temáticas de las producciones científicas en el Campo de la Didáctica, a partir de 1.411 resúmenes de artículos, disertaciones y tesis publicadas entre 2008 y 2018. El análisis de contenido reveló que la mayoría de los artículos se encuentran en revistas de alta calidad, mientras que las disertaciones y tesis son predominantes en la región Sudeste, especialmente en las instituciones educativas públicas estaduales. Las producciones demuestran diversidad temática, centrándose en la enseñanza, la docencia y la educación. Términos como secuencia didáctica, libro didáctico y transposición didáctica resaltan la complejidad del Campo. Los resultados indican la importancia de comprender esa diversidad temática, así como los términos relacionados para el avance del conocimiento en el Campo de la Didáctica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article analyse les thématiques rélatives aux productions scientifiques du Champ de la Didactique à partir de 1411 résumés d&#8217;articles, de mémoires et de thèses publiés entre 2008 et 2018. L&#8217;analyse de contenu a révélé que la plupart des articles sont publiés dans des revues de haute qualité et que les mémoires et les thèses proviennent principalement de la région Sud-Est, en particulier d&#8217;établissements publics. Les productions montrent une diversité thématique qui met l&#8217;accent non seulement sur l&#8217;enseignement, mais aussi sur la profession enseignante et l&#8217;éducation. Des termes tels que séquence didactique, manuel didactique et transposition didactique soulignent la complexité du domaine. Les résultats indiquent l&#8217;importance de comprendre cette diversité thématique ainsi que les termes associés afin de faire progresser les connaissances dans le Champ de la Didactique.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[DIDÁTICA]]></kwd>
<kwd lng="pt"><![CDATA[ESTADO DA ARTE]]></kwd>
<kwd lng="pt"><![CDATA[TENDÊNCIAS DE PESQUISA]]></kwd>
<kwd lng="pt"><![CDATA[EDUCAÇÃO]]></kwd>
<kwd lng="en"><![CDATA[DIDATICS]]></kwd>
<kwd lng="en"><![CDATA[STATE OF THE ART]]></kwd>
<kwd lng="en"><![CDATA[RESEARCH TRENDS]]></kwd>
<kwd lng="en"><![CDATA[EDUCATION]]></kwd>
<kwd lng="es"><![CDATA[DIDÁCTICA]]></kwd>
<kwd lng="es"><![CDATA[ESTADO DEL ARTE]]></kwd>
<kwd lng="es"><![CDATA[TENDENCIAS DE INVESTIGACIÓN]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN]]></kwd>
<kwd lng="fr"><![CDATA[DIDACTIQUE]]></kwd>
<kwd lng="fr"><![CDATA[ÉTAT DE L&#8217;ART]]></kwd>
<kwd lng="fr"><![CDATA[TENDANCES DE LA RECHERCHE]]></kwd>
<kwd lng="fr"><![CDATA[ÉDUCATION]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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