Ayer y hoy en la didáctica de la educación superior

In its first part the article sets up a historical journey through the paths of didactics, since the mid 17th century – when Juan Amós Comenio writes ¨Didactica Magna¨ a fundamental piece of further developments in the thematic – until our days. The author describes the surge of the first normal schools for teachers in the 1800´s Europe, the positioning of higher education through Universities and Superior Schools, by the end of that very century; and the conditions of war understood as change generators in the 19th century given that those schools reserved for men are then open to women. It is in the mid 20th century that the technical education paves its way in higher education stabilizing itself in professional formation centers for adults and thus certifying professional aptitude.

In the second part, theoretical-practical relations in education based on didactics are described, it is observed the manner in which every tendency has comprehended in a diverse way that relation translated into pedagogical actions. The 20th century finalizes with the defense of science, including didactics among educational sciences. Individual work is imposed mediated by the machines of learning and virtuality reiterating the commitment that its established with particular didactics when the teaching modality changes, and that for this article sake, its centered in higher education.

The last part of the article focuses on the education of docents as knowledge object and docency as an innovative and transforming exercise of the educational process. Marginality, exclusion, knowledge construction, among other concepts, are contemplated in the article leaving reflection and critics open in order to broaden the look and the work of universities and its actors.