TEORIA ANTROPOLÓGICA DO DIDÁTICO E EQUAÇÕES DO 2º GRAU: O ENSINO DE MATEMÁTICA DE UM 9º ANO EM SÃO JOÃO-PE

Abstract

Abstract

The objective of this work was to research the ecology of knowledge equations of the 2^nd degree in the documents of education: Common National Curriculum Base (BNCC) and Curricular Parameters of the State of Pernambuco (PCN). The practice of knowing 2^nd degree equations was studied in the textbook used in the 9^th grade by the public school system of the city of São João-PE and discussed the personal and institutional relations of the teacher with knowledge. Study has documentary nature and qualiquantitative methodological approach and was carried out from the perspective of The Anthropological Theory of Didactics (TAD), developed by Yves Chevallard and collaborators. The results indicate the existence of the institutional relationship of knowledge equations of the 2^nd degree with the documents analyzed, the characterization of the praxeological organization of knowledge in the educational book institution and the construction didactic codetermination in the teacher’s practice in his classes. It is concluded that the textbook and the teacher’s classes address what is recommended in the education documents regarding the resolutions of the 2^nd degree equations with the factorization task.

Keywords: 2^nd degree equations; Anthropological Theory of Didactics; Textbook; Teacher.