THE HISTORICAL TRANSFORMATION OF DIDÁTICA IN BRAZIL: REFLECTIONS ON ENDIPE (1972–2024) AND ITS RELEVANCE IN TEACHER EDUCATION

REFLEXÕES SOBRE O ENDIPE (1972 a 2024) E SUA RELEVÂNCIA NA FORMAÇÃO DOCENTE

Abstract

This research examines the historical transformation of Didactics, highlighting significant events in Brazil, such as the Encontro Nacional de Didática e Práticas de Ensino (ENDIPE), and its importance in teacher education, with a focus on teaching and learning processes. Grounded in the works of scholars like Maria Candau, Selma Garrido Pimenta, and José Carlos Libâneo, the study explores the trajectory of Didactics from its institutionalization to its recent reformulations. The central research question seeks to analyze how the trajectory of the Didactics discipline in Brazil reflects its processes of disciplinarization, institutionalization, and transformation, considering key moments and dissemination mechanisms within the educational field. Methodologically, the study combines historical and conceptual analyses, exploring the relationships between general Didactics, specific Didactics, and the Brazilian educational context. The findings reveal reformulations that reflect diverse educational models, alternating between conservative, technicist, and critical approaches. In Brazil, debates on identity and purpose characterize its incorporation into teacher education programs, accompanied by challenges such as prescriptive perspectives and disconnection from sociocultural realities. Progress includes the adoption of critical approaches, the appreciation of diversity, and the inclusion of Basic Education teachers in academic discussions. However, there remains a need for greater integration between general and specific Didactics, as well as the overcoming of simplifications, to strengthen transformative educational practices.