DIDACTIC TRANSPOSITION IN READING ACTIVITIES BY TEACHERS IN INITIAL TRAINING

BETWEEN SAYING AND DOING

Abstract

Didactic transposition should not be seen as a simple adaptation or simplification of wise knowledge, but as a transformation of scientific knowledge aimed at teaching. With didactic transposition, the teacher is able to reflect on their performance, being able to move forward, backward or remain in a certain content in the classroom. Therefore, we decided to investigate the way in which teachers in initial training carry out didactic transposition in reading activities, classes taught in the supervised internship of the Portuguese Literature course at the Federal University of Piauí (UFPI). The specific objectives are: to analyze the way in which didactic transposition is understood by teachers in initial training and to indicate the configuration in which theoretical knowledge is adapted to the school context by teachers in the context of initial training. The research corpus is made up of responses to a questionnaire and the analysis of teaching materials, resources and activities, prepared by four students from the Literature-Portuguese course, enrolled in the Supervised Internship III discipline. Qualitative field research was carried out, with an ethnographic aspect in the classroom. The result points to a difficulty in understanding the concept of didactic transposition, even though there are adaptations made by teachers in initial training.