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Esse artigo apresenta os resultados de parte de uma pesquisa de doutorado cujo objetivo foi investigar as relacoes institucionais e pessoais de tres professores em comparacao com as praxeologias materializadas por esses professores em acao na sala de aula com o saber relativo as equacoes polinomiais do primeiro grau. A realizacao deste estudo esta fundamentada na otica da Teoria Antropologica do Didatico (TAD). A metodologia se constituiu em uma abordagem qualitativa de cunho etnografico . Os resultados indicam que os tres professores, em parte, balizaram suas aulas nas sequencias sugeridas pelos autores dos livros didaticos. Embora que, mesmo o professor escolhendo o livro de referencia, vimos que ele faz adaptacoes no processo de ensino em sua sala de aula. This article presents the results of part of a doctoral research whose objective was to investigate the institutional and personal relationships of three teachers in comparison to the praxeology materialized by these teachers in action in the classroom with the knowledge relative to the polynomial equations of the first degree. The accomplishment of this study is based on the perspective of the Anthropological Didactic Theory (ATD). The methodology was based on a qualitative ethnographic approach. The results indicate that the three teachers, in part, used their classes in the sequences suggested by the authors of the textbooks. Although that same teacher choosing the reference book, we saw that he makes adaptations in the teaching process in his classroom.

educação matemática pesquisa

Relação Institucional Pessoal do Professor em sala de aula sob a ótica da Teoria Antropológica do Didático &lt;br&gt; Personal institutional relationship of the teacher in the classroom from the perspective of the anthropological theory of didactics