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[en] CONTRIBUTIONS TO THE DISCUSSION OF SCHOOL KNOWLEDGE PROVIDED BY BASIL BERNSTEIN AND YVES CHEVALLARD / [pt] CONTRIBUIÇÕES DE BASIL BERNSTEIN E YVES CHEVALLARD PARA A DISCUSSÃO DO CONHECIMENTO ESCOLARMIRIAM SOARES LEITE 11 August 2004 (has links)
[pt] Este estudo visa contribuir para as reflexões sobre a
constituição do
conhecimento escolar, com base em uma pesquisa
bibliográfica que buscou
identificar e discutir a aplicação dos conceitos de
transposição didática, de Yves
Chevallard, e de recontextualização discursiva, de Basil
Bernstein. Pretendeu
proporcionar, desta forma, uma visão geral das diversas
leituras possíveis das
proposições desses autores, no recorte acima definido.
Para tanto, foram
analisadas as publicações de Bernstein e Chevallard que
se relacionam mais
diretamente com a temática em discussão nesta pesquisa,
teses brasileiras recentes
que operaram com esses conceitos, além dos trabalhos
apresentados a partir de
1998 nas reuniões anuais da Associação Nacional de Pós-
Graduação e Pesquisa
em Educação (Anped), nos Encontros Nacionais de Didática
e Prática de Ensino
(Endipe), e nas três revistas categorizadas pelo sistema
Qualis como de nível
internacional A - Cadernos de Pesquisa, Educação e
Sociedade e Revista
Brasileira de Educação. No decorrer deste processo de
pesquisa e reflexão,
colocaram-se ainda, como questões paralelas, a discussão
das fronteiras dos
campos disciplinares do Currículo e da Didática, e a
problemática da interpretação
de textos teóricos. Conclui-se o estudo, apontando
potencialidades e
especificidades dos conceitos de transposição didática e
de recontextualização
discursiva, bem como a importância da incorporação da
discussão de tais
conceitos na formação de professores. / [en] The objective of this study is to contribute towards
reflections regarding
school knowledge constitution based upon bibliographical
research, aimed at the
identification and application of the following concepts:
instructional
transposition developed by Yves Chevallard and discourse
recontextualization by
Basil Bernstein. With the intent to provide an overview of
several possible
interpretations of these authors theoretical proposals
within the above-mentioned
approach, an analysis was conducted of the following:
publications by Bernstein
and Chevallard directly related to the subject discussed in
this research, recent
Brazilian thesis that applied these concepts and, starting
in 1998, articles
presented during annual meetings of the Associação Nacional
de Pós-Graduação
e Pesquisa em Educação (Anped), and during the Encontros
Nacionais de
Didática e Prática de Ensino (Endipe), as well as published
in the three
magazines categorized by the Qualis system as international
A level (Cadernos
de Pesquisa, Educação e Sociedade and Revista Brasileira de
Educação). In the
course of this reflection and research process, parallel
issues were raised, such as
the Curriculum and Instruction disciplinary fields
boundaries and the
interpretation of theoretical writings. In the conclusion
of this dissertation,
potentialities and specific features of instructional
transposition and discourse
recontextualization were underscored, as well as the
importance of incorporating
the discussion of these concepts to the teachers education
curriculum.
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Émergence et évolution des objets mathématiques en Situation Didactique de Recherche de Problème : le cas des pavages archimédiens du plan / Emergence and evolution of mathematical objects, during a “ Didactical Situation of a Problem Solving ” : the Case of Archimedean tilings of the planeFront, Mathias 27 November 2015 (has links)
Étudier l'émergence de savoirs lors de situations didactiques non finalisées par un savoir préfabriqué et pré-pensé nécessite un bouleversement des points de vue, aussi bien épistémologique que didactique. C'est pourquoi, pour l'étude de situations didactiques pour lesquelles le problème est l'essence, nous développons une nouvelle approche historique et repensons des outils pour les analyses didactiques. Nous proposons alors, pour un problème particulier, l'exploration des pavages archimédiens du plan, une enquête historique centrée sur l'activité du savant cherchant et sur l'influence de la relation aux objets dans la recherche. De ce point de vue, l'étude des travaux de Johannes Kepler à la recherche d'une harmonie du monde est particulièrement instructive. Nous proposons également, pour l'analyse des savoirs émergents en situation didactique, une utilisation d'outils liés à la sémiotique qui permet de mettre en évidence la dynamique de l'évolution des objets mathématiques. Nous pouvons finalement conclure quant à la possibilité de construire et mettre en œuvre des ≪ Situations Didactiques de Recherche de Problème ≫ assurant l'engagement du sujet dans la recherche, l'émergence et le développement d'objets mathématiques, la genèse de savoirs. L'étude nous conforte dans la nécessité d'une approche pragmatique des situations et la pertinence d'un regard différent sur les savoirs à l'école / The study of the emergence of knowledges in teaching situations not finalized by a prefabricated and pre-thought knowledge requires an upheaval of point of view, epistemological as well as didactic. For the study of learning situations in which the problem is the essence, we develop a new historical approach and we rethink the tools for didactic analyzes. We propose, then, for a particular problem, exploration of Archimedean tilings of the plane, a historical inquiry centered on the activity of the scientist in the process of research and on the influence of the relationship with objects. From this perspective, the study of Johannes Kepler’s work in search of a world harmony is particularly instructive. We also propose, for the analysis of the emerging knowledge in teaching situations, to use tools related to semiotics, which allows to highlight the dynamic of evolution of mathematical objects. We can finally conclude on the opportunity to build and implement “Didactic Situations of Problem Solving”, which ensure the commitment of the subject in the research, the emergence and development of mathematical objects, the genesis of knowledges. The study reinforces the necessity of a pragmatic approach of situations and the relevance of a different look at the knowledge at school
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