The didactical act and the action curriculum

required approaches in teacher education

Abstract

This paper aims to defend approaches between Curriculum and Didactics into teacher education, highlighting the didactical act as action curriculum. Intending to understand how didactical act becomes action curriculum, firstly, it presents a historical-theoretical framework of curricular and didactical fields. In the following, it discusses tensions and contradictions that surround the didactical act, trying to identify emancipatory alternatives for teacher acting. When the paper brings search data on curriculum and didactics area, according to Fernandes and Pontes, it focus on importance of teachers’ participation in elaboration and implementation of curricular proposals. It also reaffirms teacher as the main actor/author of the didactical act, with power to create and recreate didactically, in a multidimensional way, contents and methods of teaching. In that way, the paper justifies the didactical act as action curriculum. The paper dialogues with important thinkers of Brazilian education, such as Pimenta, Franco, Libâneo, Freitas, and with authors that bring a foreign vision, such as Nóvoa, Charlot, Hossaye. Freire’s ideas permeate the text and indicate the direction of pedagogical praxis, in order to promote approach between Curriculum and Didactics, integrating theoryandpractice, teachingandlearning, policyandpractice, actionreflectionaction, for a humanized education and social justice.