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This article addresses didactics as a key discipline within the field of pedagogy. It highlights its function of linking teaching theories with educational practices, and the importance of teachers reflecting on the teaching methods and strategies that best adapt to the specific contexts of each educational institution. Didactics not only involves the transmission of knowledge, but also the analysis and selection of contents, methods and techniques that promote meaningful student learning. In this sense, the discipline relies on epistemological and psychological theories to promote teaching that takes into account the diversity of students and their social contexts. The article stresses that didactics is a continuous process that must be understood and applied in a reflexive way by teachers, who must be able to adapt their practices to the changing realities of the classroom and society. Finally, didactic reflection is presented as an essential tool for permanent teacher qualification and the improvement of the educational process.
