RAZÕES DA RAZÃO DIDÁTICA: HIPÓTESES PARA A CONSTRUÇÃO DE UMA DIDÁTICA ESCOLAR CRÍTICA - Doi: http://dx.doi.org/10.5212/OlharProfr.v.11i1.011021
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Abstract
com as quais se pretende contribuir para a redefinição
dos pressupostos teórico-metodológicos da didática. A
sugestão é de um ideário político-pedagógico comprometido
em fortalecer os papéis que educadores e educandos
assumem em ambientes socioeducativos específicos.
Propõe-se para discussão um dos caminhos possíveis para
a transformação da ordem estabelecida pela concepção
neoliberalista da teoria didática e suas repercussões nas
práticas de ensino. Trata-se de hipóteses didáticas para
a superação da dualidade entre o pólo teórico e o pólo
prático do processo de ensino-aprendizagem, em razão
destes se constituírem reciprocamente.
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