A Teoria da Transposição Didática de Chevallard, Izquierdo e de Mello (CHIM)

Abstract

We present the most current version of the theory of didactic transposition that encompasses (synthesizes) Theory of Chevallard (1991), the Cognitive Theory of Science (CTS) and Mental Models of Jhonson-Laird (1980). Is made here a brief review of Chevallard theory and exposes the generalization of this theory by De Mello according to the work of Izquierdo-Aymerich (2003). That is, it is proposed here a theory to study how the original scientific models are transposed to the didactic models. This is to analyze how the knowledge produced in the 'academic spheres' change, adapt, to simplify and consolidate as knowledge to be taught in the classroom. Complementing the work of Chevallard (1982), Brockington (2005) and other we re-present the characteristics that define the reason of a certain knowledge to be present in textbooks and propose rules defining as a DT should occur or be achieved. We present Brousseau's theory for didactic transposition in the classroom or intern, that is, what he calls the didactic contract and didactic situation.