Aspects relating to didactics and the problem of the knowledge

Some aspects relating to didactics and the problem of the knowledge are presented in this paper, given the evolution of concepts, from Didactica Magna to Postmodern Didactics. This evolution was exemplified through three stages: traditional didactics, modern didactics and postmodern didactics. The problem of knowledge belongs to philosophy, respectively gnoseology or epistemology. From scientific knowledge to the knowledge of school type, is reached through a process called Didactics Transposition by Chevallard in 1982. The concept evolved into Anthropological Didactics Transposition by Chevallard in 2012. and Theory of Didactic Situations by Guy Brousseau in 1986. Others scientists as well as teachers of educational psychology Lee S. Shulman or teachers of psychology, computers science, mathematics Punya Mishra and Mathew J. Kholler, which launched other theories values, such as Pedagogical Content Knowledge PCK or developed, initially concept making it to form the Technological Pedagogical Content Knowledge TPCK. After a short description of these theories the paper presents the personal contributions on graphic representation of curriculum intentionally and curriculum tested. For exemplifying the new method are presented two applications suggestive. Definition paradigm, as designating a model, was used in the book The Structure of Scientific Revolutions, published in 1962. The author Thomas Kuhn completes the definition of paradigm, following the impact produced on the scientific community, in Postscript, published in 1970. Three personal contribution using specific methods and learning mechanisms from engineering education are presented for a better understanding of this aspect. The paradigms of the curriculum use to guide Postmodern Didactics. The conclusions of this study which put face to face didactics with the knowledge problem are presented at the end of the paper.