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This study aims to provide a critical analysis of the role of ideology in the knowledge creation and transfer in the educational field. After a brief historical approach to the semantic evolution of ideology, we aim to provide an operational use of this term starting from Paul Ricoeur's concept. We shall further analyze the changes that occur when making the scientific knowledge didactic and the role of ideology in the creation and transfer of didactic knowledge. As ideology is always present in the knowledge and educational field, this study attempts to analyze both the state of normality and the pathological aspects of this issue. Ideology is inseparable from the educational process; its contents are the result of the ideological options of authors and those who selected it; the method for its selection is also influenced by the value hierarchies and interpretations of the involved persons, i.e. authors of curricula and manuals or teachers. The teacher's option for a knowledge model or paradigm influences the student's mentality and attitude towards learning and reality. From this point of view, we consider that the constructivist model improves the critical spirit and reduces the negative impact of the ideology's interference in the didactic knowledge

The Ideological Dimension of the Didactic Knowledge and the Constructivist Model