La didáctica como espacio y área de conocimiento: fundamentación teórica e investigación didáctica

Abstract

Can the Didactic be considered a uniform and structures field of knowledge at present time? Is there a conceptual definition, accepted by teachers and others educational professionals? Is there an agreement about the Didactics ambit or about the scientific corpus which corresponds to it? What are the hard and soft, strong and week points of such conception? Which is the major trend for progressing? It will be difficult to give answer to all these questions, so we will be restricted to offer further suggestions in order to this discussion. Based on contributions which take historic knowledge as a basis and the actual reality of the Didactics, we search for an integration plan such as a backbone which will guide us towards the essential questions of the internal epistemology of Didactics. The author also discusses the questions about methodology: ranging from positiviste paradigms up to the sociocritical and qualitative paradigms in order to set up the didactic research program as applied to schools.