PRINCIPLES OR FUNDAMENTALS OF THE DIDACTIC EDUCATIONAL PROCESS THROUGH THE TEACHING ENGLISH LANGUAGE

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.