Abstract
The present study focuses on understanding the contributions brought up by Critical Didactics for teacher education. In order to do so, we depart from the review of a bibliographic, tackles what Didactics is and what its relationship with teacher education is within the theoretical-practicum context. The study sheds light on an object of study that is intertwined not to merely technical issues, but of political-pedagogical nature, entrenched to social relations. As a result of the impacts of social and educational transformations, along the historical context, didactics in different pedagogical theories also changes. Considering its non-neutrality, it is linked to certain objectives, purposes and conceptions of education. Therefore, it is guided by certain theoretical-methodological foundations and may be in tune with processes of conservation or social transformation. This study highlights the relevance of Critical Didactics as an indispensable component in pedagogical training and practice, which can be an instrument of resistance and fight for the development of the political-pedagogical conscience of the teacher engaged with transmission and appropriation by students of more elaborated forms of scientific, philosophical and artistic-cultural knowledge, linked to the historical dimension and the determinants of education, presupposed in Historical-Critical Pedagogy.
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