Formação docente na elaboração de sequências de ensino em plataforma digital com base na teoria das situações didáticas e nos perfis de aprendizagem

Abstract

Current pedagogical challenges are considerable. Traditional methods based on lecture- centered models of teaching no longer manage to attract or spark students’ interest in academic learning. In this context, this study raises the following question: What contributions can the development of didactic sequences—based on the association between the Theory of Didactic Situations (TSD) and theories that address learning profiles—offer to the teaching profession? Therefore, the objective of this work is to investigate how the development of didactic sequences that combine the Theory of Didactic Situations with theories of learning profiles can contribute to teaching practice. As its theoretical framework, the research is grounded in Guy Brousseau’s Theory of Didactic Situations. This work also encompasses the study of four learning-profile theories: Kolb’s Learning Styles, Cognitive Styles, Multiple Intelligences, and the VARK Model, as well as research on the use of digital technologies in education. To answer the research question, a teacher-training program was carried out focusing on the Theory of Didactic Situations and learning profiles. Based on this training, the teachers developed teaching sequences that integrated the theories addressed in the course. The initial hypothesis—that didactic situations structured according to the Theory of Didactic Situations and guided by learning profiles can lead to significant improvements in teaching practice by promoting learning situations that stimulate student autonomy in the construction of knowledge, in addition to providing more engaging activities by considering their learning profiles—was validated. The technological product resulting from this research was a website entitled Saberes +, aimed at teacher education. Some gaps remain for future research, such as the application of these sequences with students and the expansion of the study to other areas of knowledge, such as History, Geography, and Science.