The didactic contract and the expectations of teacher and students facing the content plane figures

• Autor(a) principal: de Siqueira Gomes, Maria Janiely
• Data de Publicação: 2019
• Outros Autores: de Menezes, Marcus Bessa, Leite de Almeida, Fernando Emílio
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/7670
• topic: Ciências exatas e da terra/ Geometria algébrica; Contrato didático; Expectativas; Professor; Alunos; saber; Contract didactic; Expectations; Teacher; Students; To Know

Dissertation result with the same topic, this article has as objective to analyze the expectations of teachers and students facing a new knowledge, in this case, flat figures. For this we use the notion of Didactic Contract, studied and theorized initially by Brousseau and developed posteriorly by collaborators. With this focus we try to identify marks of didactic contracts previous to this relation. Initially, we interviewed a teacher from the public school system the city of Pesqueira, interior of Pernambuco, together with six students of a 6th grade class, which has a total of 40 students. This school stage was selected for being, usually, characterized by an intense development and through the rupture with the structure which students were habituated in previous years. Then, were observed the classes referring to the content flat figures. A new stage of interviews was made after observing these classes, with the same folks of the first interviews. It was decided to use the semi-structured interview, once this allows the widening of questions in its course. Thereby, a roadmap composed of open questions was used. We analyzed the data from the interviews, seeking to understand if the expectations of the people were attended. The results indicate that the teacher, in relation, changed the routine didactic game established in this class according to the students' reports. The data also indicate that the students expressed positive expectations in relation to the in game knowledge and how these expectations influence the relationship between teacher and students and, consequently, in the teaching-learning process, observing how the didactic contract was given in this context, besides finding possible brands of other didactic contracts in this relation.