CONCEPT OF DIDACTIC: VISION OF DIDACTIC IN HIGHER EDUCATION IN ANGOLA.

Abstract

This article aims to characterize the conceptualization of didactics by professors of Specific Didactics in Higher Education in Angola, specifically at ISCED (University of Education and Culture) in Uíge, Huíla, the Namibe Higher School of Pedagogy, and the Cuanza Norte Higher School of Pedagogy, based on the testimonies of those working in higher education didactics.

This study addressed the concept and nature of didactics as a space for research, training, and intervention, as well as the conceptions of didactics. The aim was to understand how didactics is taught, understood, and implemented by professors of Specific Didactics in higher education at these institutions.

The participants in this study were six (6) professors who teach Specific Didactics in higher education. A qualitative, interpretative paradigm study was chosen, using the case study method; data were collected through an interview survey, as this technique suited the study's objective. Qualitative data were analyzed based on the selected categories, as shown in the frequency graphs.

The results seem to indicate that the dimensions of curricular and formative teaching are mentioned more expressively; however, the political and investigative dimensions appear less explicitly in the responses of the interviewed teachers.