The centrality of didactics in teacher education and the contributions of sensitive didactics

Bibliographic Details
Main Author: d'Ávila, Cristina
Publication Date: 2025
Other Authors: Mineiro, Márcia
Format: Article
Language: por
Source: Revista Educação (Santa Maria. Online)
Download full: https://periodicos.ufsm.br/reveducacao/article/view/89343
Summary: The article aims to analyse the centrality of Sensitive Didactics in teacher formation through the Didactic Atelier device, to discuss the role of General Didactics and specific didactics in teacher formation, addressing the repercussions of their devaluation in curricula and education, and to highlight the contribution of Sensitive Didactics to university teacher formation through the resignifications promoted by the experience of Didactic Ateliers.The motivation for his writing comes from the verification of the role that has been subsumed by the specific Didactics. Despite of the fact that Didactics is central to teacher education, this scientific discipline has been made invisible, if not disappeared from the curricula of undergraduate courses. In this interregnum, it is interesting to bring the contributions of Sensitive Didactics to teacher education, an innovative approach, based on the assumption of the integrality of the constitution of human beings (body-mind-emotions) that needs to be mobilized and respected in educational spaces, whether in basic or higher education. For the article in question, we bring up the example of the Didactic Ateliers (AD), an educational device geared towards university professors, based on the sensitive Didactics. Methodologically, a research-formation was undertaken supported by an electronic survey, interpreted by thematic content analysis arranged in three categories: Sensitive Didactics, Teacher Education and Resignifications. It was deduced from the results of the research with teachers involved in AD, not only its innovative content, but also important resignifications about teacher education and the role of centrality of sensitive didactics in it.
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spelling The centrality of didactics in teacher education and the contributions of sensitive didacticsLa centralidad de la didáctica en la formación docente y los aportes de la didáctica sensibleA centralidade da didática na formação de professores e as contribuições da didática sensívelDidacticsSpecifc didacticsSensitive didacticsTeacher educationDidácticaDidácticas específicasDidáctica sensibleFormación de profesorDidáticaDidáticas específicasDidática sensívelFormação de professoresThe article aims to analyse the centrality of Sensitive Didactics in teacher formation through the Didactic Atelier device, to discuss the role of General Didactics and specific didactics in teacher formation, addressing the repercussions of their devaluation in curricula and education, and to highlight the contribution of Sensitive Didactics to university teacher formation through the resignifications promoted by the experience of Didactic Ateliers.The motivation for his writing comes from the verification of the role that has been subsumed by the specific Didactics. Despite of the fact that Didactics is central to teacher education, this scientific discipline has been made invisible, if not disappeared from the curricula of undergraduate courses. In this interregnum, it is interesting to bring the contributions of Sensitive Didactics to teacher education, an innovative approach, based on the assumption of the integrality of the constitution of human beings (body-mind-emotions) that needs to be mobilized and respected in educational spaces, whether in basic or higher education. For the article in question, we bring up the example of the Didactic Ateliers (AD), an educational device geared towards university professors, based on the sensitive Didactics. Methodologically, a research-formation was undertaken supported by an electronic survey, interpreted by thematic content analysis arranged in three categories: Sensitive Didactics, Teacher Education and Resignifications. It was deduced from the results of the research with teachers involved in AD, not only its innovative content, but also important resignifications about teacher education and the role of centrality of sensitive didactics in it.El artículo tiene como objetivo analizar la centralidad de la Didáctica Sensible en la formación de profesores a través del dispositivo del Taller Didáctico, discutir el papel de la Didáctica General y las didácticas específicas en la formación docente, abordando los reflejos de su desvalorización en los currículos y en la educación, y evidenciar la contribución de la Didáctica Sensible a la formación de profesores universitarios mediante las resignificaciones promovidas en la experiencia de los Talleres Didácticos. La motivación de su escritura proviene de la constatación del papel que ha sido subsumido por las Didácticas específicas. A pesar de que la Didáctica es central en la formación docente, esta asignatura científica ha sido invisibilizada, cuando no desaparecida, de los planes de estudio de los cursos de pregrado. En este interregno, es interesante acercar los aportes de la Didáctica Sensible a la formación docente, un enfoque innovador, basado en el supuesto de la integralidad de la constitución de los seres humanos (cuerpo-mente-emociones) que necesita ser movilizada y respetada en los espacios educativos, ya sea en la enseñanza básica o superior. Para el artículo en cuestión, traemos el ejemplo de los Talleres Didácticos (TD), un dispositivo formativo dirigido a profesores universitarios, basado en la Didáctica sensible. Metodológicamente, se realizó una investigación-formación apoyada en una encuesta electrónica, interpretada mediante análisis de contenido temático organizado en tres categorías: Didáctica Sensible, Formación Docente y Resignificaciones. De los resultados de la investigación con docentes involucrados en el TD se dedujo no solo su contenido innovador, sino también importantes resignificaciones sobre la formación docente y el papel de centralidad de la didáctica sensible en ella.O artigo tem como objetivo analisar a centralidade da Didática sensível na formação de professores pelo dispositivo do Ateliê Didático, discutir o papel da Didática geral e das didáticas específicas na formação de professores, abordando os reflexos de sua desvalorização nos currículos e na educação, e evidenciar a contribuição da Didática sensível para a formação de professores universitários por meio das ressignificações promovidas na experiência dos Ateliês Didáticos.A motivação para sua escrita parte da verificação do papel que vem sendo subsumido pelas Didáticas específicas. Não obstante, a Didática possuir centralidade na formação de professores, esta disciplina científica vem sendo invisibilizada, quando não desaparecida dos currículos dos cursos de Licenciatura. Nesse interregno, interessa trazer as contribuições da Didática Sensível para a formação de professores, uma abordagem inovadora, baseada no pressuposto da integralidade da constituição dos seres humanos (corpo-mente-emoções) que necessita ser mobilizada e respeitada nos espaços educacionais, seja na Educação básica ou superior. Para o artigo em questão, apresentou-se o exemplo dos Ateliês Didáticos (AD), um dispositivo formacional voltado para professores universitários, baseado na Didática sensível. Metodologicamente empreendeu-se uma pesquisa-formação suportada por survey eletrônico, interpretada pela análise de conteúdo temática, disposta em três categorias: Didática Sensível, Formação docente e Ressignificações. Depreendeu-se dos resultados da pesquisa com professores envolvidos nos AD, não somente seu teor inovador, mas também ressignificações importantes sobre a formação docente e o papel de centralidade da didática sensível nela.Universidade Federal de Santa Maria2025-05-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliados por pares"application/pdfapplication/pdftext/htmltext/htmlhttps://periodicos.ufsm.br/reveducacao/article/view/8934310.5902/1984644489343Education; Educação, v. 50, 2025 – Jan./Dez. – Publicação contínua; e67/1-34Educación; Educação, v. 50, 2025 – Jan./Dez. – Publicação contínua; e67/1-34Educação; Educação, v. 50, 2025 – Jan./Dez. – Publicação contínua; e67/1-341984-6444reponame:Revista Educação (Santa Maria. Online)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttps://periodicos.ufsm.br/reveducacao/article/view/89343/66870https://periodicos.ufsm.br/reveducacao/article/view/89343/67428https://periodicos.ufsm.br/reveducacao/article/view/89343/66871https://periodicos.ufsm.br/reveducacao/article/view/89343/67429Copyright (c) 2025 Educaçãoinfo:eu-repo/semantics/openAccessd'Ávila, CristinaMineiro, Márcia2025-07-02T20:51:55Zoai:ojs.pkp.sfu.ca:article/89343Revistahttps://periodicos.ufsm.br/reveducacao/indexPUBhttps://periodicos.ufsm.br/reveducacao/oairevista.educacao@ufsm.br || clenio.berni@ufsm.br || revista.educacao@ufsm.br || sueli.salva@ufsm.br1984-64440101-9031opendoar:2025-07-02T20:51:55Revista Educação (Santa Maria. Online) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv The centrality of didactics in teacher education and the contributions of sensitive didactics
La centralidad de la didáctica en la formación docente y los aportes de la didáctica sensible
A centralidade da didática na formação de professores e as contribuições da didática sensível
title The centrality of didactics in teacher education and the contributions of sensitive didactics
spellingShingle The centrality of didactics in teacher education and the contributions of sensitive didactics
d'Ávila, Cristina
Didactics
Specifc didactics
Sensitive didactics
Teacher education
Didáctica
Didácticas específicas
Didáctica sensible
Formación de profesor
Didática
Didáticas específicas
Didática sensível
Formação de professores
title_short The centrality of didactics in teacher education and the contributions of sensitive didactics
title_full The centrality of didactics in teacher education and the contributions of sensitive didactics
title_fullStr The centrality of didactics in teacher education and the contributions of sensitive didactics
title_full_unstemmed The centrality of didactics in teacher education and the contributions of sensitive didactics
title_sort The centrality of didactics in teacher education and the contributions of sensitive didactics
author d'Ávila, Cristina
author_facet d'Ávila, Cristina
Mineiro, Márcia
author_role author
author2 Mineiro, Márcia
author2_role author
dc.contributor.author.fl_str_mv d'Ávila, Cristina
Mineiro, Márcia
dc.subject.por.fl_str_mv Didactics
Specifc didactics
Sensitive didactics
Teacher education
Didáctica
Didácticas específicas
Didáctica sensible
Formación de profesor
Didática
Didáticas específicas
Didática sensível
Formação de professores
topic Didactics
Specifc didactics
Sensitive didactics
Teacher education
Didáctica
Didácticas específicas
Didáctica sensible
Formación de profesor
Didática
Didáticas específicas
Didática sensível
Formação de professores
description The article aims to analyse the centrality of Sensitive Didactics in teacher formation through the Didactic Atelier device, to discuss the role of General Didactics and specific didactics in teacher formation, addressing the repercussions of their devaluation in curricula and education, and to highlight the contribution of Sensitive Didactics to university teacher formation through the resignifications promoted by the experience of Didactic Ateliers.The motivation for his writing comes from the verification of the role that has been subsumed by the specific Didactics. Despite of the fact that Didactics is central to teacher education, this scientific discipline has been made invisible, if not disappeared from the curricula of undergraduate courses. In this interregnum, it is interesting to bring the contributions of Sensitive Didactics to teacher education, an innovative approach, based on the assumption of the integrality of the constitution of human beings (body-mind-emotions) that needs to be mobilized and respected in educational spaces, whether in basic or higher education. For the article in question, we bring up the example of the Didactic Ateliers (AD), an educational device geared towards university professors, based on the sensitive Didactics. Methodologically, a research-formation was undertaken supported by an electronic survey, interpreted by thematic content analysis arranged in three categories: Sensitive Didactics, Teacher Education and Resignifications. It was deduced from the results of the research with teachers involved in AD, not only its innovative content, but also important resignifications about teacher education and the role of centrality of sensitive didactics in it.
publishDate 2025
dc.date.none.fl_str_mv 2025-05-16
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
"Avaliados por pares"
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsm.br/reveducacao/article/view/89343
10.5902/1984644489343
url https://periodicos.ufsm.br/reveducacao/article/view/89343
identifier_str_mv 10.5902/1984644489343
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsm.br/reveducacao/article/view/89343/66870
https://periodicos.ufsm.br/reveducacao/article/view/89343/67428
https://periodicos.ufsm.br/reveducacao/article/view/89343/66871
https://periodicos.ufsm.br/reveducacao/article/view/89343/67429
dc.rights.driver.fl_str_mv Copyright (c) 2025 Educação
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2025 Educação
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
text/html
text/html
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Education; Educação, v. 50, 2025 – Jan./Dez. – Publicação contínua; e67/1-34
Educación; Educação, v. 50, 2025 – Jan./Dez. – Publicação contínua; e67/1-34
Educação; Educação, v. 50, 2025 – Jan./Dez. – Publicação contínua; e67/1-34
1984-6444
reponame:Revista Educação (Santa Maria. Online)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação (Santa Maria. Online)
collection Revista Educação (Santa Maria. Online)
repository.name.fl_str_mv Revista Educação (Santa Maria. Online) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv revista.educacao@ufsm.br || clenio.berni@ufsm.br || revista.educacao@ufsm.br || sueli.salva@ufsm.br
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