Didactic intervention frame and its variables in the disciplinary teaching

Abstract

This paper addresses the mediation process components involved in the transmission of knowledge in relation to the selection and legitimization of the teaching contents, conceived as knowledge of curricular areas which involve concepts, procedures, regulations and values. In this mediation process, didactic tools and pedagogic guidelines, especially textbooks and official documents, define the content to be taught, according to certain curricular requirements relative to forms, methods and content. This study tends to clarify the logic governing the enforceability and transmissibility criteria in order to arrange, frame and define the socially valid knowledge that has to be acquired by the students.