DIDACTIC TRANSPOSITION IN THE TOCANTINS CURRICULAR DOCUMENT (DCT): AN ANALYSIS OF THE PEDAGOGIZATION OF SOCIOCULTURAL KNOWLEDGE AND PRACTICES

Abstract

This article aims to analyze the phenomenon of didactic transposition in the process of rewriting the Tocantins Curricular Document (DCT), focusing on the incorporation and pedagogization of knowledge. The research is of a qualitative-quantitative and exploratory nature, and the data collection instrument used was a questionnaire applied to the members of the Working Group (WG) responsible for the revision of the DCT. The results indicate that, although Yves Chevallard's didactic transposition theory is not explicitly debated, the rewriting process manifests intrinsic stages of this theory, such as the selection and recontextualization of knowledge. A tension is observed between the need for alignment with the National Common Curricular Base (BNCC) and the effort to contextualize the curriculum to the Tocantins reality, incorporating Antoni Zabala's typology of content (conceptual, procedural, and attitudinal). It is concluded that Didactic Transposition (DT) is seen as an essential mechanism to ensure curricular coherence, bringing the curriculum closer to the students' reality.