This research investigates the construction of mathematical praxeologies held by a teacher in a multigrade class, fourth and fifth years of elementary education in a Municipal Public school from the Espirito Santo Community, belonging to the City of Santa Maria do Pará. This paper demonstrates, through the transposition of mathematical praxeologies of the didactic books from the serial classes to the multigrade classes, the values of the epistemological and institutional variables that conform the milieux of the teacher in the Internal Didactic Transposition, in view of conditions and restrictions on teaching in multisseriate institution. This transposition of praxeologies that occurs in the multigrade classes environment is identified as a teacher problem, when the epistemological dimension added, constitutes beneath the frame of the Anthropological Theory of Didactics in didactic problem. This research is qualitative in nature, an ethnographic approach adapted to education in line with Lüdke and Andrew. The analyzes show the values of variables and the relationship between them in the reconstruction of mathematical praxeologies in the "text to know" and the management of these in the classroom, but also show the reflection of the teacher in the first phase of Internal Didactic Transposition, on the second phase of Internal Didactic Transposition and vice versa. The analyses are constructed based on elements of the Anthropological Theory of Didactics and teaching on praxeology model, which constitutes an important element in the analysis to identify the values of the epistemological and institutional variables that shape the milieux of the subject teacher of the research in the two phases of Internal didactic Transposition, the evidence of didactic problem and the feedback that occurs between these blocks of variables and their values, which shows the construction of mathematical knowledge-didactic of the teacher.
|
