Conversational didactics of knowledge: construction of a integrative model in university education

Abstract

Undertaking a study on the conversion of knowledge in university education implies assuming an innovative discourse and being committed to action in order to achieve a duty conducive to the interpretation of situations of social intervention, based on the demands and current demands of society. It is proposed an investigation referred to the generation of an integrative model, from the dialogicity and the didactic transposition, which represents the conversion of knowledge within the framework of university didactics. The following are specific objectives: to reflect on the epistemic-methodological foundations that allow interpreting research in the context of university didactics; analyze the theories that are related to the conversion of knowledge and university didactics, from a dialogical conception and didactic transposition; deepen the elements that are inserted and related to the formulation of a model in university didactics;derive a didactic model for the conversion of knowledge based on contributions of dialogicity and didactic transposition. It is a study framed in the critical rationalist approach and its deductive method: from the facts to the problem, from the problem to the hypothesis, from the hypothesis to the theories, from the theories to the model, from the model to the verifications, from the checks to the applications. The dissertation, still under construction, postulates a thesis in which the theories related to the didactic process of conversion of scientific knowledge in university education are established, from a dialogical conception of the teacher and didactic transposition of knowledge.