Didactic and non-school education

a introductory discussion

Abstract

The paper consists of a theoretical essay and records reflections on an emerging pedagogical issue: the design of didactic references for educational mediations that are developed in non-school spaces. Non-School Education is presented as a descriptive category of social spaces in which pedagogical interventions guided by different intentions beyond the specific purposes of schooling. Inserted in these spaces, Didactics responds to the need to structure reflection and situational decision-making developed by educators about their professional tasks. In this process, the field of Didactics is challenged to transgress the boundaries of imagination posed by the traditional school form on how to organize educational situations beyond the teacher-student binomial, prescriptive curricula and writing-centric strategies. In a contextualized logic, Didactics as pedagogical knowledge can reinvent itself while creating a space for reflection on how non-school educational mediations can express greater social and pedagogical quality.