Uma etapa da Transposição Didática Interna: análise das escolhas do saber ensinado feitas por professores de Matemática da GERE Recife Sul

• Autor(a) principal: BARBOSA, Vânia de Moura
• Data de Publicação: 2006
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRPE
• Texto Completo: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/6015
• topic: Formação de professores; Transposição didática; Ensino de matemática; CIENCIAS HUMANAS::EDUCACAO

In the present work we aimed at investigating one of the stages presented on Chevallard’s Theory of Transposition – the stage of the knowledges taught . We started from the study of the knowledge taught by Math teachers from the State Board of Education – Teaching Managing Department (GERE, Recife-Sul), with the objective of analysing how the curriculum proposed on the Mathematics National Curricular Guidelines (PCN) , Evaluation Matrix (SAEPE) and Pernambuco Curricular Basis (BCC-PE) which takes into account the choices made by teachers. In this analysis, we chose to include questions on the number of classes given and students’ success percentage shown on the State Evaluation Results Report – SAEPE/2002. We also did a short analysis of the textbooks chosen by teachers, more especifically the selection of the contents, so to compare the selection and the sequencing of the knowledges taught by teachers with those shown on the textbooks. In this way, we studied the relation between the time suggested by textbooks and time teachers dedicated to each of the syllabus chosen – which could be leading to the choices of the knowledges taught sequencing. For this, we worked with 43 groups, 22 of 5th graders and 21 of 6th graders and 35 teachers distributed among these groups. In the analysis we could identify a greater emphasis on the relation to the knowledges choices refering to the topics Geometry, Variants and Measures, Algebra and Functions and Information Usage which are explicit on the National Curricular Guidelines as important themes to Mathematics teaching . As for the textbooks, we identified that the choice of knowledges taught are linked to the contents on the textbooks chapters. We also verified that a proof of this stage presented on Chevallard’s Didatical Transposition, the knowledges taught choice, seem to be guided by the relationship the teacher has with the teaching ability.