The didactics in teacher education - far beyond the subject: the teaching-learning process and its relationships

This text aims to propose some reflections on Didactics as a field of reflection/action on the teaching-learning processes and their relationships, equally fundamental and pertinent to discussions and debates in initial teacher training courses. Based on the research "The discipline of General Didactics in Geography, History and Literature courses" and "The discipline of Didactics and Teaching Methodologies in teacher training courses", we sought to enter the related perspectives Didactics and its object, considering the multiplicity of factors that concern the educational process and the teaching-learning process. Therefore, it was considered the discussions in Candau (2012), Martins (1991, 1993, 1998), Martins and Romanowski (2015), Mizukami (1986), Moreira (1998, 2001), Oliveira and Andr & eacute; (1997), Reis, Castro e Almeida (2022), Silva (2019), Veiga (1988, 1995, 2001) and other fundamental authors to the issue presented here. In addition, from Philippe (2022) and Verissimo and Philippe (2021a)'s reflections, it was possible to deepen the questions related to the process of replacement/exclusion of the Didactics subject in teacher training courses at the Private Institution of Higher Education (IPES) researched, as well as extracting initial elements related to the understanding of these issues, Didactics, and its object. In these terms, Didactics, when understood by the logic of disciplining/instrumentalization, proves to be impertinent and inadequate to the complexity of the educational phenomenon and the teaching-learning process, which demand an equally critical and reflective posture, as well as being conscious in relation to education, to the teaching-learning process and its relations, and to the material and immaterial conditions for its execution/ implementation.