TRANSPOSIÇÃO DIDÁTICA: ENTRE O SABER E O FAZER

Abstract

This paper aims to observe, describe and analyze a practice of didactic transposition in teaching work in a public school of basic education, reflecting on the learning process, the relationship between teacher and student and the contents worked, as well as the main difficulties encountered in this practice experienced. Specifically, it aims to describe the experience that a teacher of basic education has in transposing the didactic sequence as a methodological resource; analyze if, using the didactic transposition, the teacher contextualizes the contents and if the knowledge taught, in fact, will reach the proposed objectives; also, to reflect if the knowledge taught by the teacher reproduces what he / she experienced in his / her school formation. In this sense, some questions guided the pursuit of the proposed objectives, namely Didactic Transposition (TD) has been presented clearly and logically, in the perception of the teacher and the students? Does the resource used make sense to the student? What are the contributions of this process to the understanding of different concepts? What are the contributions of this study to my education as a researcher? In this course, the concept of teacher education and didactic transposition were discussed, based on some authors and focusing on basic education. For the accomplishment of this study, a history class was observed, in the high school of a public school, from then on to perform an analysis of this practice before the explained concepts. During the analysis, it was found that the training offered to teachers still has gaps, such as the absence of contents related to Didactic Transposition, which demands greater ability of the professional to perform their function. The study also has reflections of the author about her constructive process, as a teacher and researcher, demonstrating a little of the difficulties and expectations inherent in this process.