Didattiche disciplinari e ricerca educativa: il caso della didattica della letteratura

Abstract

Abstract – The conflict between general didactics and disciplinary didactics can be related to the historical process of progressive institutionalization of research fields and knowledge, and in particular to what is called secondary-dominance disciplinarization, i.e., the development of a certain discipline from a pre-existing professional field, from which, among other things, derives a strong dependence on school regulations, the perception of teaching practices already in use and the social instance of teacher training. Starting from the specific case of literature didactics, it is possible to precisely delineate the opportunities for dialogue and cooperation between disciplinary research and educational research and to identify some useful research avenues to accompany the construction of new teacher training paths.