A presente pesquisa de mestrado visa investigar as relações entre as ações do professor e o engajamento dos estudantes durante uma aula investigativa de Física abordando o tema \"dualidade onda-partícula da luz\". Para tanto, analisaremos a mesma aula de uma mesma Sequência de Ensino Investigativa ministrada por dois professores distintos em suas respectivas salas de aula, em duas diferentes escolas públicas de São Paulo. Através das transcrições realizadas, foi possível realizar comparações entre alguns aspectos das aulas como: tempo de fala total de cada professor e dos estudantes, tipos de perguntas realizadas e ações tomadas pelos professores, o surgimento e desenvolvimento da argumentação pelos estudantes e a promoção do Engajamento Disciplinar Produtivo. Concluímos que, além do Ensino por Investigação possibilitar um ambiente propício para o envolvimento dos estudantes, algumas ações específicas dos professores, como: conceder autoridade, explorar a visão dos estudantes, fornecer subsídios teóricos a eles e elucidar de forma clara o problema a ser investigado realizando questionamentos levam aos casos de Engajamento Disciplinar Produtivo. / The present master\'s research aims to investigate the relations between the actions of the teacher and the engagement of the students during an investigative class of Physics addressing the theme \"wave-particle duality of light\". To do so, we will analyze the same class of the same Inquiry-Based Teaching Sequences applied by two different teachers in their respective classrooms, in two different public schools of Sao Paulo. Through the transcripts, it was possible to make comparisons between some aspects of the classes such as: total speaking time of each teacher and students, types of questions asked and actions taken by teachers, the emergence and development of students\' argument and the promotion of Productive Disciplinary Engagement. We conclude that, in addition to Inquiry-Based Teaching, it is possible to provide an environment conducive to students involvement, some specific actions of teachers, such as: granting authority, exploring the students\' vision, providing theoretical subsidies to them and clearly elucidating the problem to be investigated conducting questioning lead to cases of Productive Disciplinary Engagement.

La thèse vise à contribuer au raffinement des modalités d’étude de l’agir de l’élève dans l’action conjointe en didactique. Elle décrit les conditions de l’engagement disciplinaire productif des élèves dans l’enseignement de la gymnastique en Tunisie. Elle montre comment les ruptures du contrat didactique qui sont à l’initiative des élèves participent à l’avancée du savoir en classe et permettent aux élèves de contribuer au processus didactique in situ. Nous étudions l’engagement des élèves dans le cadre théorique de l’action conjointe en didactique que nous articulons à deux courants anglo-saxons : « l’Écologie de la classe » et « l’engagement disciplinaire productif ». Les données proviennent d’observations ethnographiques et d’enregistrement vidéo, couplés avec des entretiens menés lors de deux cycles d’enseignement de gymnastique conduits par deux enseignantes. L’étude est conduite en deux étapes : une analyse macroscopique des comportements de coopération des élèves lors de trois séances de chaque cycle de gymnastique, et une analyse micro-didactique décrivant l’agir des élèves lors d’épisodes significatifs de leurs comportements de transformation de tâches. Les résultats caractérisent finement les conditions mésogénétiques dans lesquelles les élèves s’enseignent à eux-mêmes. À travers la comparaison des pratiques des deux enseignantes à un même niveau (classe de terminales) l’une dans un établissement public et l’autre dans un établissement privé, les résultats mettent en évidence certaines manières de faire génériques des élèves relevant de processus topogénétiques susceptibles d’inscrire les élèves dans un engagement disciplinaire productif / This PhD dissertation aims to theoretically refine the studying of student’s actions within the didactic joint action. The research describes the conditions of students’ productive disciplinary engagement in the teaching of gymnastics in Tunisia. It calls attention to how the breaches of didactic contract initiated by students may participate in knowledge progression is the classroom and how students contribute to situated didactic process. Students’ engagement was investigated within the didactic joint action theoretical framework in conjunction with two other Anglo-Saxon’s frameworks: ‘Classroom ecology’ and ‘Productive disciplinary engagement’. The data were collected through classroom ethnographic observations using video recording and teacher’s interviews during two gymnastic units conducted by two female teachers. The study was conducted in two steps: a macro analysis of students’ cooperation during three lessons of each unit, and a micro-didactic analysis which focused on student’s actions during significant episodes of task transformations. The findings characterize in depth the conditions under which students teach themselves through modifications of the didactic milieu (mesogenesis). The comparison of the two teachers’ teaching practices, one in a public high school and the other in a private high school, points out generic patterns linked to a specific topogenetic process that enrolls students in a productive disciplinary engagement

The present research seeks to analyze the types of discursive interactions and the engagement of students presented along a teaching-learning sequence (TLS) of chemistry, planned around an interactive story in comic in conjunction with the three pedagogical moments. The TLS was applied in a class from the first grade of the High School of Application College (CODAP) of the Federal University of Sergipe (UFS). The written data, as well as the classes recorded in video, were submitted to analysis using categories of the analytical tool proposed by Mortimer and Scott (2002, 2003), as well as the analysis of the types of questions of the students through the categories of Candela (1999). We focus on the interaction patterns, the students 'engagement in the proposed activities, the types of students' questions during the application of the TLS around an interactive story in comic, considering them as fundamental elements of the teaching-learning process, according to with a sociocultural perspective of education. The research is justified considering the importance of investments in the understanding of the potential of didactic resources in the teaching of sciences that favor the interactions that develop in the social plan of the classroom. The results indicate that the TLS around an interactive story in comic favored the discursive interactions and the students' engagement with the theme proposed by the teacher in the classroom. / A presente pesquisa busca analisar os tipos de interações discursivas, e o engajamento dos alunos ao longo de uma Sequência de Ensino-Aprendizagem (SEA) de química, planejada em torno de uma HQ interativa em conjunto com os três momentos pedagógicos. A SEA foi aplicada em uma turma da primeira série do Ensino Médio do Colégio Aplicação (CODAP) da Universidade Federal de Sergipe (UFS). Os dados escritos, bem como as aulas registradas em vídeo foram submetidos à análise por meio de categorias da ferramenta analítica proposta por Mortimer e Scott (2003), assim como a análise dos tipos de perguntas dos estudantes através das categorias de Candela (1999). Focalizamos, na análise, os padrões de interação, engajamento dos alunos nas atividades propostas, os tipos de perguntas dos alunos durante a aplicação da SEA em torno de uma HQ interativa, considerando-os como elementos fundamentais do processo de ensino-aprendizagem, de acordo com uma perspectiva sociocultural de educação. A pesquisa justifica-se considerando-se a importância de investimentos na compreensão do potencial de recursos didáticos no ensino de ciências que favoreçam as interações que se desenvolvem no plano social da sala de aula. Os resultados apontam que a SEA em torno de uma HQ interativa favoreceu as interações discursivas e o engajamento dos alunos diante da temática proposta pela professora em sala de aula. / São Cristóvão, SE