FUNDAMENTALS OF DIDACTICS ON CLASSROOM MANAGEMENT FOR THE DEVELOPMENT OF TEACHING PRACTICES

Abstract

Classroom management faces challenges when didactics fails to translate theory into effective practices. In many contexts, the incoherence between objectives, content, and methods creates a disconnect between what is planned and what happens in the classroom. This gap hinders the organization of learning and reduces the capacity to sustain meaningful experiences for students. The first obstacle is often the lack of clarity in didactic goals, which hinders real-time decision-making. For this reason, this essay adopts a qualitative, interpretive, and hermeneutic perspective, with the general objective of analyzing the impact of didactics on classroom management for the development of teaching practices. The results show that the common difficulty is the diversity of learning paces and styles without an appropriate inclusive design. Without differentiated strategies, some students fall behind while others are drawn to unchallenging tasks. Classroom management is affected by the pressure to meet schedules and cover content, which ultimately prioritizes quantity over quality. This situation limits opportunities to practice critical thinking, autonomy, and peer collaboration.