Alterações e recombinações praxeológicas reveladas por professores de matemática do ensino básico em formação continuada: a partir de um modelo epistemológico alternativo para o ensino da álgebra escolar

Abstract

This research aims to develop a course of study and research with teachers of basic mathematics, aiming to promote possible changes and praxeological recombinations in the praxeological equipment objectified of these teachers submitted to the study of an alternative epistemological model for school algebra. The Anthropological Theory of Didactics (ATD) is the main theoretical model that bases the structural basis of the research. The theoretical elements of the ATD guarantee a consistent methodological path and, mainly, the methodological praxeology of the Parcours d'Ètude et de Recherche (PER), presented by Chevallard. The continuous training process was carried out, initially, with twelve teachers of basic mathematics and finished with seven teachers. The PER methodology guided this training process, consisting of eleven sessions. These sessions were filmed and recorded in audios and parts of those recordings were transcribed in the textual form. The analysis of the material obtained in these sessions reveals the ostensible didactic memories and the objectification of the praxeological equipment of the math teachers who participated fully in the process of continuous formation. The consistency of the objectification of the praxeological equipment of the teachers who elaborated and presented their proposals of classes to teach polynomials in the eighth year of elementary school revealed the possible praxeological alterations and recombination that the study of the Alternative Epistemological Model promoted in praxeological equipment and practices Teachers of these math teachers. The formulation of the answer to the guiding question of the thesis, followed the praxeology that we propose in a minimal model for the formulation of answers, in the context of the research praxeology of the ATD.The results of the research show that our two hypotheses were confirmed by the analysis that we made of the transcripts of the statements of the six teachers who presented their class proposals, as well as the written preparation of these same proposals.The confirmation of both hypotheses guarantees the proof of the thesis. In the conclusions and perspectives are the outcomes of all process of the methodological praxeology employed in this research.