THE PROFESSIONAL DIDACTICS (PD) AND DIDACTICS OF SCIENCES (DS) IN BRAZIL - SOME IMPLICATIONS FOR THE PROfessionalization OF THE SCIENCE TEACHER

Oct 15, 2026

Uploaded by Aditya

Professional Didactics (PD) and Didactics of Sciences (DS) develop from French traditions but address complementary emphases in science education. PD focuses on adult learning processes in workplaces, while DS concentrates on teaching and learning actions in specific subjects and classroom practice. The work analyzes representative elements of PD to clarify teachers’ roles, professional competence, and task execution in Brazil’s initial and continuous training. It highlights technology, including GeoGebra visualization, to deepen the discussed notions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Introduction

The Professional Didactics (PD): some assumptions

THE PROFESSIONAL DIDACTICS (PD) AND DIDACTICS OF SCIENCES (DS) IN BRAZIL: SOME IMPLICATIONS FOR THE PROFESSIONALIZATION OF THE SCIENCE TEACHER Francisco Regis Vieira Alves Abstract: The Professional Didactics (PD) and Didactics of Sciences (DC) have roots traditionally originated in France. While (PD) is interested in the process of adult learning, occurring in their work places, the (DC) shows greater attention to the field of action of teaching and learning of specific subjects and therefore in the action of the teacher in the classroom. On the other hand, in Brazil, we observe the development of research involving a perspective of complementarity, in view of the initial and continuous training of teachers working in Science and Mathematics teaching. Thus, the present work addresses some representative elements of (PD) that have an immediate field of application, in order to provide an understanding of the role and work developed by the teacher, in the teaching of disciplines, as well as the analysis of other related components, for example, with the notion of professional competence. In the end, the work accentuates the use of technology to provide an understanding of the notions discussed, with help in visualization, such as the use of GeoGebra software. Key words: Professional Didactics, Initial training of Teachers, Teaching, Competence. 1. Introduction In Brazil, the problems related to the field of the formation of science teachers have historical characteristics, according to their origin and, mainly, according to their own nature, which present obstacles that are difficult to overcome. On the other hand, in spite of the necessary recognition of the contribution of research in the field of Didactics of Sciences and Mathematics (Astolfi, 1990, 1993; Bas, 2005; Joshua & Dupin, 1993), in order to overcome these obstacles, a disregarded dimension lies precisely in the character of professional competence and efficiency in the proper execution of tasks, in the work environment. In fact, in Brazil we have identified certain references for the formation of teachers in the teaching of Sciences, conditioned by intrinsically epistemic elements. In many cases, when we take as reference the continuous formation of teachers, we observe the need to return to the original academic training environment, prepared and structured by a disciplinary perspective that, in a way, is distanced and unrelated to real problems from the school or, much less, from the actual functioning of the classroom. On the other hand, a restricted point of view is one that seeks to interpret the action or activity of the science teacher, taking as reference only the conditioned elements of the disciplined knowledge mediated, necessary for his teaching. Thus, another perspective of appreciation involves considering the process of learning in and of work, that is, the acquisition process and the evolution of the teacher's abilities that must irremediably constitute gradually their professional competence. Thus, we emphasize the recent research developed in Brazil, around the use of Professional Didactics (PD) . The Professional Didactics (PD), whose origin can be observed in the nineties, in France, constitutes a field of studies derived, initially, from the formation of adults, with the confluence of three branches of studies, namely: The French Psychology of work, Ergonomics and Didactics. Professional Didactics provides a complementary and necessary point of view, since all the activities and tasks developed by the science teacher can not be glimpsed in a fractional or separate way. Thus, when we talk about professional competence, we have to consider the spectrum of the skills employed by the teacher, both within the classroom, as well as in the working environment, that is, in the school environment (Alves, 2016) . In addition, we identified in (PD) a marked concern with the relationships between training and work situations, as a s

FAQs

What is the core difference between Professional Didactics (PD) and Didactics of Sciences (DS)?

PD centers on adult learning processes in workplace contexts, while DS emphasizes teaching and learning actions for specific subjects, particularly the teacher’s work in the classroom.

How does the article connect professional competence to science teachers’ work?

It argues that professional competence must consider the spectrum of skills used not only in classroom tasks but also across the school work environment.

What role does technology play in the work’s discussion?

The article accentuates using technology to support understanding of the notions discussed, including visualization with GeoGebra software.

Oct 15, 2026

Uploaded by Aditya