2313-8971Research result. Pedagogy and Psychology of Education2313-89711254PEDAGOGICSDIDACTIC PRINCIPLES AND METHODS OF DEVELOPMENTAL TRAINING AT A TRANSITIONAL AGEDIDACTIC PRINCIPLES AND METHODS OF DEVELOPMENTAL TRAINING AT A TRANSITIONAL AGELongareziAndréa MaturanoLongareziAndréa Maturanoandrea.longarezi@gmail.comde Araújo SouzaLeandro Montandonde Araújo SouzaLeandro Montandonleandro.montandon2008@gmail.com20173400

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 a Brazilian public school in the city of Uberlândia-MG, in high school classes 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.

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 a Brazilian public school in the city of Uberlândia-MG, in high school classes 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.

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