The Historical Transformation of Didactics in Brazil: Reflections on Endipe (1972-2024) and Its Relevance in Teacher Education

This study analyzes the historical transformation of Didactics, highlighting significant events in Brazil, such as the National Meeting on Didactics and Teaching Practices (ENDIPE), and its importance in teacher education, with a focus on teaching and learning processes. Grounded in established studies in the field of Didactics and teacher training, the investigation explores its trajectory from institutionalization to recent reformulations. Thus, the objective is to analyze how the trajectory of the Didactics discipline in Brazil reflects its processes of disciplinarization, institutionalization, and transformation, considering significant moments and means of dissemination in the educational field. Methodologically, it combines historical and conceptual analysis, exploring the relationships between general Didactics, subject-specific Didactics, and the Brazilian educational context. The results point to reformulations that reflect diverse educational models, alternating between conservative, technicist, and critical approaches. In Brazil, debates about identity and educational purposes mark its insertion in teacher training programs, with challenges such as prescriptive perspectives and disconnection from sociocultural realities. Advances include critical approaches, the valorization of diversity, and the inclusion of Basic Education teachers. However, it is still necessary to better integrate general and specific Didactics, overcoming simplifications to strengthen transformative educational practices.