This paper studies school and didactics under the fundamental thesis of the integral development of the student, based on the Marxist philosophy and cultural-historical psychology. The text discourses concepts that, in its totality, establish the principles that guide this conception of education and teaching, based on the formation of theoretical thinking: education, school, development, theoretical thinking, developmental didactics, teaching and learning activity, among others. It bases the conceptual field of school and developmental didactics on the systematization and analysis of these concepts and the relationships within them. This construct allows for the confirmation that developmental didactics holds intentional teaching as its object, learning as its condition, and development of neoformations and student whole personality as its goals. Under this approach, it is possible to infer that didactics can be projected and carried out on the inseparable relation of teaching/learning/development.
School; Developmental Didactics; Formation of Theoretical Thinking; Activity Theory; Cultural-historical Psychology