This article discusses possible connections between pedagogical principles of Didactics and Specific Didactics, in order to set the status of a Multidimensional Didactics. The research has a theoretical nature and assumes that teachers and students reconstruct the knowledge taught, which process enables them to become autonomous, emancipated, questioners. From the central issue - Didactics and Specific Didactics have offered foundations for this practice? - it examines the limits of didactics transposition in Specific Didactics, and of normative perspective of Didactics, which minimize the complexity of teaching. This could be overcome by setting up a Multidimensional Didactics.
Multidimensional didactics; Didactics transposition; Teach; Learn