The transformation on a knolwdege field to be taught at the University: considerations to think the method issue. Experiences and reasons for a Didactic field.

Abstract

A substantial complexity constitutes teaching practice at University: they amalgam the constitution processes of knowledge fields and transmission processes of those fields; at the same time they are managed in an institution that has been given the foundating mandate to form and transmit knowledge. That is, with the aim of a study, it presents the requirement of dealing with two related fields of investigation, very different between them: the scientific field and the academic one. Both marked by deep mutations. From these starting points, the object of study of a doctoral thesis configured and tries to delve into the (sometimes) unnoticed threads that weave the decisions around the teaching. Warn the itineraries of transformation of one knowledge field that becomes available in the frame of formation at public universities. The present work exposes to interchange, a group of considerations about the current teaching practices at University, exposed in the frame of the thesis and constructed in heated discussions with diverse theoretical framings, with teachers-investigators, with self bets and interrogations, and necessary dialogs that amplify the didactic analysis that support this study.