PRINCIPLES OR FUNDAMENTALS OF THE DIDACTIC EDUCATIONAL PROCESS THROUGH THE TEACHING ENGLISH LANGUAGE
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Abstract
The present article aims to share the results obtained by the investigation of how the Developmental Didactics can help the organization of the teaching of Sociology aiming at promoting the full development of students in transition phase. It was carried out through a Didactic Formative Intervention, in higher education and constituted by adolescent students. From this investigative effort, didactic principles emerged that aim to guide the organization of a teaching that aims at the simultaneous development of the teacher and the students in the relationships they establish in the classroom through pedagogical practices. More than mere prescriptive propositions, these principles represent the result of a theoretical elaboration on the teaching-learning-development processes validated by practice in a particular concrete reality.
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