A Didática Profissional (DP): implicações para a formação do professor e o ensino de disciplinas específicas no Brasil

Abstract

The french research about the Professional Didactics (PD), whose emergence in the European context occurred in the late 1990s, allows the introduction of an important point of view of understanding the teacher's activity, especially in view of the stated interest in learning processes. derived from and at work. In particular, the present work directs attention to the teacher acting in the teaching of specific subjects (Mathematics, Physics, Chemistry and Biology), which determine an extensive epistemic field, markedly scientific and technical, however, certain phenomena surpass the intrinsic conditions of each subject. subject. Thus, through, for example, the notions of pragmatic conceptions and professional obstacles, the work emphasizes an essential theoretical reflection for the formation of teachers, whether beginner or experienced professionals, facing the execution of specialized tasks within the system of education. teaching. Finally, the work allows us to objectify a natural extension of certain notions, of cognitive nature, aiming to understand the learning processes resulting from the teaching activity.