DIDACTIC TRANSPOSITION: FROM THE PRESCRIBED TO THE IMPLEMENTED AND TEACHER (RE)FORMATION

DO PRESCRITO AO REALIZADO E (RE)FORMAÇÃO DOCENTE

Abstract

The research presented aims to analyze internal didactic transposition during the context of pandemic teaching, specifically in Emergency Remote Teaching (ERT). The study seeks to understand the didactic approaches used in language practices considered successful. To achieve this, three objectives were outlined: (1) to document the teachers' evaluations regarding factors that foster successful teaching experiences; (2) to identify the factors that influenced teaching practices; and (3) to relate successful experiences to what is prescribed by the National Common Curricular Base (BNCC). The theoretical framework draws on studies of internal didactic transposition, which occurs in the classroom. The method employed is exploratory research, utilizing narrative research procedures, with data collected through semi-structured interviews with the teachers involved. The results revealed various ways in which internal didactic transposition emerges depending on the school context. In this sense, the research aimed to go beyond the content-based pragmatism in designing activities for learning. At the same time, in contexts where teaching support was hindered by the mandatory social distancing, literature was used and worked with as a means of didactic comfort. When meeting online, the activities sought to engage students by addressing cultural and social issues that sparked interest and participation.