Double semiotic process of the teaching-learning objects: from the didactic founders gestures to the didactic specific gestures
DOI:
https://doi.org/10.5433/2237-4876.2011v14n1p421Keywords:
Object of education, Didactic transposition, Professional gesturesAbstract
This paper presents a reflection on the proffessional actions of teaching in the observable movements of the teacher when transforming a learning object in a taught object. Carriers of significance and seen through the lens of collective activity (BRONCKART, 2006), the didactic founders gestures (SCHNEUWLY, 2000;2009) integrate into the social system of educational activity and fall in the conventional rules and codes stabilized by the complex system in which are the educational activities that constitute the scholastic culture. However, emerging from this complexity, the action of the in a particular teaching situation develops specific didactic gestures that help us understand the way in which occurs the transformation of the teaching object that is regulated by theses gestures. The empirical analysis of the work falls on the developed work by a Portuguese teacher of elementary education when materializing the didactic transposition of a social object - the reader’s letter.