FROM TEACHING BUILT ON UNDERSTANDING TO TEACHING FOR UNDERSTANDING

Abstract

This paper suggests an analysis of a core element of the lucid, responsible, consistent didactic act, which rigorously follows its meaning - the process of understanding: on the one hand, we draw attention to the arguments of the need for teaching based on understanding (see also the influences of the perceived curriculum), understood as a teaching that is built on the clarity that the teacher has and develops on the complex processes that this activity implies, as well as on the ways to influence learning (see the implications of teaching ethics); on the other hand, the paper emphasizes the process of understanding as a meaning of teaching - what the literature calls teaching for understanding - with the role of supporting the understanding of what students learn.