| dc.creator |
Ione Slongo |
|
| dc.creator |
Elio Ricardo |
|
| dc.creator |
Mauricio Pietrocola |
|
| dc.date |
2003-08-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:14:54Z |
|
| dc.date.available |
2015-07-20T22:14:54Z |
|
| dc.identifier |
1518-8795 |
|
| dc.identifier |
https://doaj.org/article/ce9406de2d20473c90726bc9d14173db |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/17212 |
|
| dc.description |
The Didactic Contract proposed by BROUSSEAU (1986) describes the relationships among the teacher, the knowledge and the student, and refers to an existent paradox in the didactic relationship: the teacher should come in a way not to leave everything explicit to the student for not placing in risk its own learning; on the other hand, if he/she doesn't make the necessary mediation, she/he breaks up with the contract. In a perspective in that the teacher is placed as mediator of the teaching process, one of his/her roles is the administration of such paradox. This work intends to show that one way of dealing with such paradox can be the introduction of small " disturbances " in the stability of the contract, starting from closed problems with unexpected innovations for the student, such as: providing unnecessary data, suppressing data already known by the student or situations that request the articulation of knowledge. The disturbance of traditional problems will demand a qualitative reflection and creative investment, of teacher and student, avoiding automatisms and maintaining them open to progresses without, however, to break with the established Didactic Contract. |
|
| dc.language |
Portuguese |
|
| dc.language |
Spanish |
|
| dc.publisher |
Universidade Federal do Rio Grande do Sul |
|
| dc.relation |
http://www.if.ufrgs.br/ienci/artigos/Artigo_ID102/v8_n2_a2003.pdf |
|
| dc.relation |
https://doaj.org/toc/1518-8795 |
|
| dc.rights |
CC BY-NC-ND |
|
| dc.source |
Investigações em Ensino de Ciências, Vol 8, Iss 2, Pp 153-163 (2003) |
|
| dc.subject |
teaching by mediation |
|
| dc.subject |
paradox management |
|
| dc.subject |
perturbation of didactical contract |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
DOAJ:Science (General) |
|
| dc.subject |
DOAJ:Science General |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
DOAJ:Science (General) |
|
| dc.subject |
DOAJ:Science General |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.title |
Perturbation of the didactical contract and the management of the paradoxes |
|
| dc.type |
article |
|