UMA HISTÓRIA DA DIDÁTICA EM INSTITUIÇÕES DE FORMAÇÃO DE PROFESSORES NO BRASIL

A LITERATURE REVIEW (1990-2022)

Abstract

This article presents the results of part of our investigations that we have been developing on Didactics or for its history in teacher training institutions in Brazil (1827-2011), both as a field of knowledge and as a body of knowledge or disciplines on the teaching “how to do it”, which constitute historical-cultural constructs, in concrete space and time, determined by equally concrete subjects and with collectively forged intentions. This formulation found support in Chervel (1990), Goodson (1995;1997; 2001), Bittencourt (2003), Pessanha (2003) and Saviani (2006). Thus, the objective of this article was to understand theoretical and methodological contributions, according to the Brazilian academic-scientific community, that is, through a literature review of texts available in physical and virtual collections and online databases linked to the research centers consulted, for investigations on Didactics and one/its history as a body of knowledge or school and academic discipline in teacher training institutions in Brazil. In the end, it was considered that the theoretical-methodological elements and requirements place the investigations, both in Didactics and in the History of school and academic disciplines, therefore, they also place their researchers in a common “place”, in the scientific field – that of research, and in the daily life of educational institutions, in all its diversity of subjects, knowledge, and relationships that constitute it.