A Teoria da Transposição Didática de Chevallard, Izquierdo e de Mello (CHIM)

• Autor(a) principal: Mello, Luiz Adolfo de
• Data de Publicação: 2019
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/11976
• topic: Transposição didática; Paradigma científico; Atividade científica; Escola; Análise do livro didático; Mapas conceituais; Didactic transposition; Scientific paradigm; Scientific activity; School; The textbook analysis; Conceptual mapping

We present the most current version of the theory of didactic transposition that encompasses and synthesizes the theory of Chevallard (1991), the Cognitive Theory of Science (CTS) and Mental Models of Jhonson-Laird (1980). Is made here a brief review of Chevallard theory and exposes the generalization of this theory by De Mello according to the work of Izquierdo-Aymerich (2003). That is, it is proposed here a theory to study how the scientific knowledge (the original scientific models) is transposed to the didactic models. This is to analyze how the knowledge produced in the 'academic spheres' change, adapt, simplify and consolidate as knowledge to be taught in the classroom. Complementing the work of Chevallard (1982), Brockington (2005) and other we show again the characteristics that define the reason of a certain knowledge to be present in textbooks and propose rules defining as a DT should occur or be achieved. In this version we make a detailed study of internal didactic transposition under Brousseau's theoretical framework.