A sala de aula como espaço psíquico : articulações entre a didática, a psicanálise e a relação ao saber na proposição de uma tipologia de contrato didático

• Autor(a) principal: BORBA, Valéria Maria de Lima
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRPE
• Texto Completo: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8348
• topic: Contrato didático; Didática; Psicanálise; Professor de matemática; CIENCIAS HUMANAS::EDUCACAO

The purpose of this study was to propose a typology of Didactic Contract, considering elements of Didactics, Psychoanalysis and Relation to Knowledge of the Mathematics Teacher, in the context of the Higher Education Mathematics classroom. The didactic contract is inscribed in the didactic relationship involving the interrelations between the teacher, the students and the knowledge. Without denying this inseparability, we orient ourselves from the look on the teacher. Thus, we focus mainly on the aspects related to the teacher's relations to the student and to the knowledge. It was in this context, therefore, that the Relationship to Knowledge emerged as a key notion in our investigation. Considering that this notion has a multidisciplinary epistemological hard core constituted by theoretical approaches based on psychoanalytic, sociological, anthropological and didactic bases and the nature of the context of our study in which the classroom will be considered as a space psychic, we have chosen to restrict the use of the notion of relation to knowledge from the psychoanalytic perspective. We believe that this articulation between Didactic Contract and Relation to Knowledge allowed us to take care of looking at the classroom as a psychic space. From this configuration, we identify J. Nimier, the modes of relation to Mathematics that we consider pertinent to guide the construction of the typology that we aspire to. The clinical research was carried out from the characterization of three interrelated moments. In the first moment we made the foundation of the theoretical bases for the modeling outline of the Typology of Didactic Contract. In the second moment we made the outline of the modeling of the type of Didactic Contract and established four types of contracts: the Projective Didactic Agreement; the Persecutor or the Perverse, the Narcissist and the Idealized. In the third moment we did an illustration of the Typology presenting an clinical study to illustrate the types of Didactic Contract proposed in our typology. Thus, we investigated the types of contracts that appear in Mathematics classes, considering the triangulation between the classes given by the teacher; the analysis of the interview and analysis of the memorial (life history) of this teacher. In this third moment, we have a teacher with a degree in Mathematics, working in the discipline of Mathematics in courses of teacher training in higher education, in a public university in the country. The questions proposed in this chapter, far from having the objective of asserting, once and for all, the validity of the typology we have elaborated, served as a 'test' for the investigation of the structuring elements of such typology. In the present study, we have pointed out that there are different types of contract in the classroom, subordinated to the relation to the teacher's (mathematical) knowledge, the representations about the students, and inherent issues inter) subjectivity that is configured in the didactic scenario, making the classroom a psychic space, in which projections, desires, suffering, define, to a large extent, the ways of teaching and learning a given knowledge.