Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
ELOI, Quércia Carvalho
 |
| Orientador(a): |
ANDRADE, Vladimir Lira Veras Xavier de |
| Banca de defesa: |
LIMA, Anna Paula de Avelar Brito,
ALMEIDA, Fernando Emilio Leite de,
SANTOS, Marilene Rosa dos |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino das Ciências
|
| Departamento: |
Departamento de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8341
|
Resumo: |
This work aims to establish the relationship between the Potential Didactic Contract present in the textbook approach and the didactic contract made between the teacher and the students when the concept Affine Function is in scene. We chose as a theoretical reference the idea of didactic contract, starting from the discussions about this idea we propose the term Potential Didactic Contract which includes the definition of the contractual elements already discussed in the literature from the point of view of the textbook. A teacher and their respective students from a school in the municipality of Itapissuma participated in our research. We opted for a qualitative methodology of ethnographic research, which included the analysis of the Potential Didactic Contract in the textbook approach, the analysis of the didactic contract established in the classroom and the analysis of the approximations and distances between these two contracts. We have identified expectations in the textbook for work with Affine Function and the existence of potential explicit and implicit rules, evidence of contract effects and evidence of ruptures. In the same way we identified in the didactic contract the emergence of explicit and implicit rules, contractual effects, ruptures, renegotiations and contractual reorganizations. Regarding the relationship between the didactic contract and the potential didactic contract, it was verified that there is a relation of approximation in some aspects between these two contracts, which includes meeting two expectations (EXP.1 and EXP.2) of the textbook, four rules (RE. 4 and RIP.3, RE.8 and REP.2, RE.11 and REP.4 and RE.13, RIP.5 and RIP.6) and two contractual effects (ECU.7 and EPU.2, ECT.12 and EPT.3). However, although there is this relation of approximation, the quantitative elements of potential contract reproduced in the didactic system represent only a small fraction in relation to the other contractual elements. Therefore, we understand from these observations that the didactic contract is established "beyond" what is proposed in the potential didactic contract. |
