Transposição didática: concepções de professores no contexto Gestar II

Abstract

In the field of didactics of mathematics the Didactic Transposition (TD) is establishing basic element for the apprehension of making the teacher as organizer and builder taught knowledge as well as relations between what is taught in the classroom and their social contextualization. It is necessary to do so realizing its expansion within the framework of the Anthropological Theory of Didactics (TAD), which has in its main theoretical Yves Chevallard. They are formed as a sine qua non for this research understandings about what comes to TD. Meantime, this paper seeks to identify the conceptions of the TD teacher of Mathematics at State Schools Araguaína - Tocantins, from its contact with the GESTAR II Mathematics Program of the Ministry of Education, in order to check / set relations between these conceptions, conceptions contained in the program and printed material, conseguintemente with theorists that support the TD mainly Chevallard (2009). For this, we make use of case studies as a methodological option for research. From this study we hope to have contributed to the understanding of the teaching of mathematics teachers as well as the courageous existing need in the educational scenario regarding the extension of time for continuing education, designed to promote the expansion of understanding of concepts previously perceived only in the Graduate Programs in Mathematics Education. From the results found here, acaloraA new perspective to discussions on finding a teaching that leverage increasingly teaching this curriculum component in the Brazilian educational scenario.