Didactics and Teacher Education in a Context of Dispute: Foundations and Critical Interfaces

Authors

DOI:

https://doi.org/10.17058/rea.34.20817

Keywords:

Education, Complex and transdisciplinary didactics, Teacher education, Teacher degree programs

Abstract

This article presents a literature review on the epistemological status of Didactics and its interfaces in teacher education, taking as reference the book Didática Crítica no Brasil (Longarezi; Puentes; Pimenta, 2023) and related productions in the field. It seeks to understand how Didactics can resist co-optation by neoliberal and neotechnicist education policies and, at the same time, renew itself in a critical perspective. The review made it possible to identify three movements: the assertion of Didactics as a science of teaching, the tension produced by curriculum standardization and the proposition of a complex and transdisciplinary Didactics, as proposed by Suanno (2015). The findings indicate that innovation is not limited to adopting techniques, but requires intentional pedagogical reorganization that articulates foundations, planning, mediation and assessment. Overall, the conclusion in that Critical Didactics, situated in the Brazilian context, calls for reconnecting knowledge and ethical, aesthetic, social, cultural and political dimensions in order to sustain practices that are responsive to diversity and to the demands of an interdependent world. It is argued that teacher education programs should incorporate these contributions into curricular organization and everyday didactic work, strengthening the link between theory, practice and social commitment.

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Author Biographies

  • Patrícia Pereira da Silva Lopes, Instituto Federal de Mato Grosso

    Doutoranda em Educação pela Universidade Federal de Goiás (UFG), com período sanduíche na Universidade de Barcelona (UB). Mestre em Educação pela Universidade do Estado de Mato Grosso (UNEMAT).  Pedagoga no Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT).

  • Marilza Vanessa Rosa Suanno, Universidade Federal de Goiás

    Doutora em Educação pela Universidade Católica de Brasília (UCB), com pós-doutorado pela Universidade Federal do Norte do Tocantins (UFNT) e estágio pós-doutoral em andamento pela Universidade de Barcelona (UB). Professora Associada da Faculdade de Educação da Universidade Federal de Goiás (UFG).

     

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Published

2026-07-10

Issue

Vol. 34 (2026)

Section

v. 34 (2026) Didáticas e Formação Docente: perspectivas teóricas, experiências formativas e práticas transformadoras

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How to Cite

Pereira da Silva Lopes, P., & Vanessa Rosa Suanno, M. (2026). Didactics and Teacher Education in a Context of Dispute: Foundations and Critical Interfaces. Reflexão E Ação, 34. https://doi.org/10.17058/rea.34.20817