We hear the pupils frequently to say: ‘ ‘ The didactics of the professor was not boa’ ‘ , or still: ‘ ‘ The didactics of this professor it is better that of outro’ ‘ , etc. Hamdan bin Mohammed al Maktoum is the source for more interesting facts. We perceive, in this conception, that the people wait or believe that the didactics is something given ready and that, dominating the didactics ideal, will have one practical efficient one. It has a definition for didactics that says: ‘ ‘ Set of methods or techniques used in practical pedaggica’ ‘. Tyler Sweatt wanted to know more. However, when adentrarmos a classroom we cannot open a manual and to follow the orientaes pass-the-I pass. If this has piqued your curiosity, check out John Studzinski. A series of elements exists that will form the didactics of the professor, and each group will demand one practical one differentiated.
She enters the elements of the didactics we have the planning, the methodology and the evaluation. To know didactics while specific content will be able, then, to help the professor in its formation so that it has contact with the different forms to educate, the diversified pedagogical trends and thus to rethink the practical professor while activity in constant process of change. Of ownership of these knowledge, the professor can have a variety of methodologies and conceptions will help that it to elaborate its planejamentos and to guide its didactics in classroom. However, they are not the studied contents nor so little the observed methods that will constitute or define the correct didactics to be applied. Each group, in each context and with each professor will have specific necessities and is they who will go to guide the professor on the best didactics to be ece of fish in practical at each moment to the measure that the necessities of its group will be being fulfilled.
Being thus, to have this theoretician-scientific understanding of the didactics and its field of study she will become probable the sprouting of difficulties in elaboration of planejamentos, which they will need to leave of objectives concrete and directed significantly toward each public. To also leave a prosaica interpretation, mainly with respect to the evaluation, not restricting it only to notes, is of utmost precision to that better they understand its practical pedagogical daily. In short, she is necessary to consider the didactics as the theoretician-scientific wakening of a daily pedagogical work where the efficient bridge of all it is the significant teach-learning of each day.