Professional Didactic Situation: an example of application of the Professional Didactics for the research aiming at the activity of the Mathematics teacher in Brazil

Abstract

The Professional Didactics, originated in France in the 1990s, has its foundations and original interests addressed to the phenomena of adult learning, with a special and nuanced look at the work scenario, developed in and from work. The Professional Didactics has a different perspective for the understanding of cognitive phenomena and their evolution through a professional situation. On the other hand, the Didactics of Mathematics has decades of tradition and development of studies in Brazil, nevertheless, we observed that the Didactics of Mathematics did not yet develop a detailed theoretical-conceptual treatment regarding the professional activity of the Mathematics teacher. In this way, the present work presents a theoretical perspective of complementarity aiming to propose and define the notion of professional didactic situation. Thus, a professional didactic situation can help in the understanding of the phenomena derived from the situations of professional learning by the Mathematics teacher, contributing to increase knowledge about their social role and aiming at his professional competence through the development of expressive research in Brazil.