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This work emphasizes a discussion about teacher education in the Brazilian educational scenario, through the French approach of Professional Didactics, combined with the Theory of Didactic Situations. The methodological contribution of this research was presented through Didactic Engineering of Training (or Didactic Engineering of 2nd generation), created from classical Didactic Engineering, however it was focused exclusively on the observation of practice and teacher training. It is a collection of bibliographic studies, drawn from previous works, in which they addressed the same theme, thus building a set of introductory methodological theoretical aspects of a future master's research. In this sense, Professional Didactics encompasses, in context, the professional analysis of the teacher, especially The Mathematics one, in the classroom, at school or in the school institution, as well as his pragmatic and epistemic conceptions that follow him along the professional path. Furthermore, a didactic situation is presented, elaborated through a question, taken from the pedagogical bulletin of evaluation of mathematics of the Permanent System of Evaluation of Basic Education of Ceara (SPAECE), since this work intends to use such exam as a parameter of conception of the suggested didactic situation. Finally, the resources offered by GeoGebra software to visualization and manipulation of graphic elements are explored, favoring a better comprehension during the process of solving the proposed problem-situation. Keywords: Professional Didactics. Formation. Teaching. Job.

#tear

A didática profissional (DP) articulada à teoria das situações didáticas (TSD) na formação do professor de matemática no Brasil: o caso de uma situação didática direcionada ao SPAECE