APROXIMAÇÕES E DISTANCIAMENTOS COM A DIDÁTICA CRÍTICA EM CURSOS DE LICENCIATURA DE EXATAS E NATURAIS

This research aimed to analyze the conception of didactics expressed in pedagogical projects of teacher training courses in exact and natural sciences at a public university in Minas Gerais, aiming to establish similarities and differences with critical didactics. The methodological procedures used were a bibliographic review and document analysis. The results generally indicated a prescribed curriculum more focused on meeting formal, mandatory, and bureaucratic requirements, with fragile authorship and identity. Ambiguity was observed in the proposed professional training for teachers and contradictions regarding a specific didactic theory. Instrumental and technocratic didactics remains the main reference in most programs, with little connection to critical didactics. Through this research, it is hoped that programs can develop ongoing evaluation mechanisms to build greater authorship in their pedagogical proposals and strengthen the professional identity of teachers.