OLYMPIC TEACHING SITUATION FROM THE PERSPECTIVE OF THE THEORY OF TEACHING SITUATIONS: AN: APPLICATION WITH INITIAL TRAINING TEACHERS AT THE VALE DO ACARAÚ STATE UNIVERSITY (BRAZIL)

Abstract

This paper aims to present an Olympic Didactic Situation from the perspective of Didactic Situations Theory to teachers who teach Mathematics. We structured our research based on the stages of Didactic Engineering, however, because it has a focus on the initial formation of the Mathematics teacher, we use the terminology Didactic Engineering of Formation. In addition, the didactic situation was structured from the perspective of Didactic Situation Theory. The experimentation took place in the Mathematics course at the Universidade Estadual Vale do Acaraú through the Google Meet platform, remotely, with teachers who graduated from the Mathematics course at the Universidade Estadual Vale do Acaraú - UVA, Sobral, Ceará, Brazil and act as supervising teachers. of the Junior Scientific Initiation Program - PIC. The collected data were based on the stages of the Theory of Didactic Situations and validated through Didactic Training Engineering, through the confrontation of Analysis a priori and Analysis a posteriori (internal validation). We conclude that the GeoGebra software was very useful in helping to solve the proposed didactic situation, through the visualization and dynamization of the figure and that the problem allowed the undergraduate students to experience the stages of Didactic Situations Theory following a path similar to that of a mathematician in the construction of knowledgen.