Transposição didática interna na educação de jovens e adultos: um estudo sobre a ótica do professor no ensino de equações do 1º grau.

Abstract

This research has as main objective to analyze the perceptions of the teacher who teaches mathematics, about aspects of the process of internal didactic transposition carried out around the knowledge of the equations of the first degree, by a teacher of the 7th year of Elementary Education in the Center of Education of Young people and Adults of the municipality of São José dos Cordeiros - PB. As teachers at this same Center, we have learned a lot about the challenge of teaching in Youth and Adult Education. The challenges are diverse, including the class planning process, which presupposes making some adaptations, because in our reality the textbooks provided do not always provide the contexts and meanings required for the EJA, becoming obsolete. We observe two atypical realities: 1. No provision of textbooks; 2. Teachers from other disciplines teaching math to supplement the workload. The observation of this fact motivated us to better understand how these teachers account for this transposition process. The notion of didactic transposition idealized by Yves Chevallard postulates that the knowledges undergo processes of transformation. Our research question is: what are the teacher's perceptions in the process of internal didactic transposition of the knowledge of the equations of the first grade in the 7th year in the Center of Education of Young Adults? We use as main reference the ideas of Chevallard (1991, 1997). We opted for a qualitative and exploratory methodology, since our focus was on the understanding of the perception of the transpositive process in a specific reality by a specific teacher. For this study, we performed a documentary analysis of the expectations of official documents for the teaching of Mathematics in the EJA and a questionnaire applied with a teacher of the JSCA in São José dos Cordeiros. The results indicate that the lack of specific curricular guidelines for the context we studied, together with the lack of training, creates for the teacher a scenario of uncertainties. These uncertainties are revealed mainly in the process of internal transposition, which is closely related to the epistemology of the teacher. Our subject stated that the adaptations he makes in content are related to his understanding of the use of mathematics in content, in addition to considering student level and didactic time.