This investigation aims to understand the different
approaches of the concept of Didactic Sequence present in
doctoral theses, in the area of Mathematics Education, defended
in Brazil from 2001 to 2018. This is a bibliographic research of a
qualitative nature. We selected 31 doctoral theses available in the
portal of theses and dissertations of Capes. Theses were analyzed
based on the following criteria: (a) objectives, (b) synthesis
of methodology, (c) main results and (d) main references on
"Didactic Sequence". The criteria mentioned led us to organize
and systematize 5 (five) focuses related to theses regarding the
approach of the concept of Didactic Sequence (DS). They are:
i) focus of SD in the teaching and learning of basic education
students; ii) focus of SD on basic education students and teacher
training; iii) focus of SD in teaching and learning of higher
education students (Bachelor/Engineering); iv) Focus of SD on
Special Education; and v) focus of SD on bibliographic survey.
The results indicate twelve characteristics of the approaches
on Didactic Sequence, among which we highlight: diversity of
theories that give basis to the use of DS; approach to DS
as a teaching methodology; lack of theoretical deepening and
discussion about the concept of DS; use of DS to improve
the teaching and learning process; SD contributes to promote
situations that students can act on the activities built and thought
by the teacher; SD is used, constructed and developed, in most
researches, by the researcher and is not generally constructed
by the teacher who will use it in his classroom practices, either
teachers in initial training (in degrees) or in continuing education
(in service in Basic Education).
|
