Professional Didactics and Didactics of Mathematics: contributions to the formation of the mathematics teacher ; Didática Profissional e Didática da Matemática: contribuições para a formação do professor de Matemática

This article presents the results of a research that aimed to investigate possible relationships between Professional Didactics and Didactics of Mathematics, in order to highlight some contributions of professional competence to the formation of Mathematics teachers. Professional Didactics is a French branch that began in the 1990s, in which its focus of study was limited to a set of theoretical elements that provided the study of epistemic fields, working with specific content knowledge, in order to teach, along with the pragmatic field, that is, with the knowledge applied in the learning process in the workplace with specific activities. Didactics of Mathematics, on the other hand, aims to carry out tasks that affect the teaching and learning process of Mathematics. Thus, a bibliographic survey of articles that address Professional Didactics and Didactics of Mathematics was carried out, in order to highlight possible professional competences of the Mathematics teacher between these two didactics. Thus, this work shows the theoretical concepts, with the need to be allied to the knowledge acquired through practice, which serve to guide and guide the actions of a task developed by the teacher. Therefore, the notions of situation, devolution, obstacles, transposition and contracts are essential for initial teacher education. ; Esse artigo apresenta resultados de uma pesquisa que teve como objetivo investigar possíveis relações entre a Didática Profissional e a Didática da Matemática, a fim de evidenciar algumas contribuições da competência profissional para formação de professores de Matemática. A Didática Profissional é uma vertente francesa iniciada nos anos de 1990, em que seu foco de estudo se delimitou a um conjunto de elementos teóricos que proporciona o estudo dos campos epistêmico, trabalhando conhecimentos específicos de conteúdo, com o intuito de ensinar, junto com o campo pragmático, ou seja, com os saberes aplicados no processo de aprendizagem no local de trabalho com atividades específicas. Já a ...