The present thesis has by objective analyze the relationships of internal didactic
transposition in the didactic creations involving alternative teaching materials as a
teaching and learning resource in research at master's and doctoral levels in Brazil
from 2010 to 2020. To achieve this objective, we rely on the theoretical aspect of
internal didactic transposition and didactic creations, having as a guiding question "can
alternative didactic materials evidence didactic creations susceptible to the
institutionalization of knowledge from a process of internal didactic transposition?" he
research methodology used was qualitative meta-analysis, with the production of data
being carried out in two national repositories: in the Brazilian Digital Library of Theses
and Dissertations and in the Theses Bank of the Coordination for the Improvement of
Higher Education Personnel, in which the research in which the materials were used
from a teaching practice in the early years of elementary school. From our analyses,
we emphasize that it is possible to evidence a didactic creation from manipulative
activities, as long as this text of knowledge is able to contemplate some particularities
so that this use leads the student to meet his construction with knowledge, and even if
the teacher manages to implement its text of knowledge in the two moments of TDI,
causing the didactic creation, this movement alone does not guarantee the
institutionalization of the knowledge involved in the proposed activity, as it permeates
the way the material is conceived as a didactic tool by the teacher to teach a given
mathematical object . Therefore, it is worth mentioning that the use of any material
requires didactic intention, because without defined objectives, there is no guarantee
of learning.
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