This research aims to develop a course of study and research with teachers of basic
mathematics, aiming to promote possible changes and praxeological recombinations in the
praxeological equipment objectified of these teachers submitted to the study of an alternative
epistemological model for school algebra. The Anthropological Theory of Didactics (ATD) is
the main theoretical model that bases the structural basis of the research. The theoretical
elements of the ATD guarantee a consistent methodological path and, mainly, the
methodological praxeology of the Parcours d'Ètude et de Recherche (PER), presented by
Chevallard. The continuous training process was carried out, initially, with twelve teachers of
basic mathematics and finished with seven teachers. The PER methodology guided this training
process, consisting of eleven sessions. These sessions were filmed and recorded in audios and
parts of those recordings were transcribed in the textual form. The analysis of the material
obtained in these sessions reveals the ostensible didactic memories and the objectification of
the praxeological equipment of the math teachers who participated fully in the process of
continuous formation. The consistency of the objectification of the praxeological equipment of
the teachers who elaborated and presented their proposals of classes to teach polynomials in the
eighth year of elementary school revealed the possible praxeological alterations and
recombination that the study of the Alternative Epistemological Model promoted in
praxeological equipment and practices Teachers of these math teachers. The formulation of the
answer to the guiding question of the thesis, followed the praxeology that we propose in a
minimal model for the formulation of answers, in the context of the research praxeology of the
ATD.The results of the research show that our two hypotheses were confirmed by the analysis
that we made of the transcripts of the statements of the six teachers who presented their class
proposals, as well as the written preparation of these same proposals.The confirmation of both
hypotheses guarantees the proof of the thesis. In the conclusions and perspectives are the
outcomes of all process of the methodological praxeology employed in this research.
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