Science and Mathematics Teaching in Brazil: implications of the french research of the Professional Didactics (PD) and the notion of competence

Abstract

The present work, of a theoretical nature, considers the research scenario in the field of Science and Mathematics teaching in Brazil. It examines the context of its constitution, as a field of convergence of researchers, however, with the greatest objective, to direct greater attention to the discussion of the role of the teacher who works in the teaching of specific disciplines (Mathematics, Physics, Chemistry and Biology). Thus, originating from a perspective affected by the French aspect of Professional Didactics and a research design derived from the notion of Training Engineering, the work points out the need for an examination on the notion of professional competence and the teacher’s learning processes, through their professional activity. The work also presents, as a design of investigation (Okoli, 2015), a theoretical analysis and the constitution of theoretical references on the subject, in order to propose a perspective of theoretical complementarity necessary for such an understanding of the notion of competence, from the Didactics of the Disciplines and Professional Didactics. Finally, in comparison with its main conclusions, it presents final indications about the future interest of data collection, in the scenario of teacher training in Brazil, whose repercussion for the definition and renewal of academic models of training is necessary and urgent.