A transposição didática e o processo de ensino aprendizagem: uma discussão com professores de física

Abstract

In the educational dynamics, one of the assumptions of the teacher's work is to detail the relationship between teaching and learning, through procedures that aim at the constitution and achievement of the educational process. In this sense, this article presents the considerations arising from the objective of knowing the main assumptions of the didactic transposition theory and its referents for teaching physics learning. To this end, it was based on qualitative research as a methodological option, having as data collection instruments, closed and open questionnaires, as well as content analysis for the inferences of the data produced. Four physics teachers from state public schools in Teresina participated in this study. It was considered that the idea of physics teachers in relation to the didactic transposition theme is a personal abstraction from their own practice, since they did not have access to this knowledge during the initial formation, being, however, accepted as a strategy that can help the students. teach and learn processes of the physics teacher.