The present text analyses the concepts and practices of teaching Didactics in three universities based on the fundamental concept of Didactics proposed by Candau (1983) and to understand how it is assimilated by teachers into majoring programs. Researching procedures included 4 focus groups, 40 interviews with teachers and 90 hours of classroom observation. The objective was to know who is that teacher who teaches undergraduating courses in Didactics to capture his or her views on Didactics and to identify their classroom practices, in order to understand how their claims, concepts and practices find their will to teach. The theoretical framework of researching was elaborated in accordance to ideas defended by Roldão (2007), Gauthier (2006), Cochran-Smith (1999), André et al. (2010) and Zeichner (2009).The results demonstrated that there is a tendency to teach Didactics from the point of view of themes based on topics for teaching but with no concern to reinforce the fundamental Didactics. However, it is necessary to be aware of the suggestion found on Fundamentals Didactics which comes characterized by its multidimensionality in the process of teaching and learning.
Didactics; Curriculum and Teaching Education; Teaching of Didactics; Teaching Educator
