Uma jornada de transposição didática

Abstract

This study investigates didactic transposition in teaching, focusing on understanding the processes of adaptation and reconstruction of mathematical knowledge from academic knowledge to school knowledge. Based on the analysis of indexed academic works and official documents, a qualitative and bibliographic approach is adopted, grounded in authors from (Mathematics) Education who address the investigated topic. Content analysis made it possible to identify three central categories: knowledge in Mathematics teaching; the articulation between didactic transposition and the Anthropological Theory of the Didactic; and the distinctions between knowledge and know-how in the educational context. The results show that didactic transposition is a dynamic process, marked by choices, institutional mediations, and teaching practices that go beyond the mere simplification of content. The teacher's role stands out as an agent of authorship, a critical mediator between scientific rigor and pedagogical accessibility, and a key subject for building a critical, meaningful, and socially relevant Mathematics Education. The study points to the need for continuing education policies that value reflection, authorship, and the reinvention of school knowledge.