Educação matemática: a relação professor(a)Aluno( a) e saber a partir do contrato didático nos anos iniciais do ensino fundamental.

Abstract

The present work has as its object of study Mathematics Education and the relationships that involve teacher, students and knowledge in the classroom space through the didactic contract. For the accomplishment of the same, we had as general objective to analyze the didactic relations with the knowledge that the mathematics teacher of the initial years establishes when teaching the content of the four fundamental operations. And as specific objectives to identify how the teacher who teaches mathematics in the early years relates to the content of the four fundamental operations and to understand how the teacher relates to the focus content of this study. The guiding question of this research was how teachers teach the discipline of mathematics, to build knowledge in this area of study, from the interactions between teacher, student and knowledge. The study was based on authors such as: Brousseau (1984, 1986, 1996, 2008), Cavalcanti (2015), Menezes (2006) and Charlot (2009) Maccarini (2010), some documents such as BRASIL (2009) and BRASIL (2010) . Thus, the analysis of the data presented in this course conclusion work through qualitative basic research, in which a teacher was involved in her classroom practice, showed that the 'Didactic Contract' phenomenon studied since the 70's of the 20th century past is perceived until the present day in the school environment. And that it develops in the classroom and presents the way in which the teacher and student relate to knowledge, which in our case is related to mathematical knowledge.