This research proposes the reverse didactic engineering methodology as educational
formation device for field education with purpose of building answers for the
integration problems of knowledge discipline with field non knowledge discipline,
under study course understanding and research as development methodology of
didactic transposition processes and, in consequence, as ways provider of teacher
formation under theory understanding of Yves Chevallard’s didactic transposition.
The importance of relating the school timing with the community timing in an
integrated way, it is also considered necessary and fundamental for the initial and
continuous formation teachers courses for field education, by constituting one of the
bases that stands field education, according to the Operational Guidelines for Basic
Education in Field Schools (DEOBEC) when it emphasizes the difference of teaching
for field education from other regular teachings. A research about the usage of
"matapi" was accomplished involving teachers in continuous formation, two "matapi"
producers from Pacuí de Cima community, in Cametá, besides the study and
investigation directors. The reached results are exciting for the accomplishment of
future researches, considering that they confirm the hypotheses for the case of the
accomplished research because it shows that the school timing with the community
timing unit in one, which is the study timing, by the integration of cultural knowledge,
which as, knowledges discipline (mathematics, portuguese, geography, science, and
others). All in knowledge reconstruction pointed out didactic transposition process,
just as we contribute with the community sustainable development. Besides, the
results indicate that the methodology of the reverse didactic engineering can also be
used in all courses of teacher formation.
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