A noção de tarefa fundamental como dispositivo didático para um percurso de formação de professores: o caso da geometria analítica

Abstract

This research addresses the praxeological problem of the math teacher and the teaching profession from the perspective of teacher education through the confrontation of the phenomenon of disconnection between themes, sectors and areas of study of mathematics in primary school. It is part of the Epistemological Research Program in Didactics of mathematics, more precisely in the context of Anthropological Theory of Didactics, whose subsidies allow us to propose the concept of Fundamental Tasks based on the study of types of effective tasks which is capable of articulating and justifying other tasks, constituting a starting point and convergence between these and other tasks concerning the reconstructions of mathematical organizations for the study and teaching in basic education. In this sense, we set the following question: in what way a route search and research involving Fundamental Tasks can be a device methodological formation of teachers? In response to this question, from the experience in a Community of Teachers‟ Practices in a public school, with the study of Plane Analytic Geometry, under specific institutional conditions and restrictions, which point to Fundamental Tasks as a didactic device capable of triggering and encouraging to face the problem of disarticulation, as well as providing a pathway for Studies and Research as a Way of Continuing Education of mathematics teachers in the effective exercise of the profession.