31 janvier 2019
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info:eu-repo/semantics/altIdentifier/doi/10.23925/1983-3156.2018v20i3p213-238
Lúcia de Fátima Durão Ferreira et al., « Paradigm conflict in the transition between initial and final years of elementary school: the case of perimeter and area », HAL-SHS : sciences de l'éducation, ID : 10.23925/1983-3156.2018v20i3p213-238
This paper, that presents part of our doctoral research, has the goal to show a comparative analysis of the transition between initial and final years, in particular of the teaching of perimeter and area from Grade 5 to Grade 6 of elementary school in a private school from Recife-PE. This case study had, as theoretical and methodological support, the anthropologic didactic theory with the codetermination levels scale, and documental analysis, semistructured interviews and naturalistic observations. Among the results obtained, we have noticed that both internal and external pressures caused by codetermination levels in São Francisco school make apparent the paradigm conflict of questioning the world and visitation of works present in the transition between teaching levels to the perimeter and area objects.