Resumo

SANTOS, Antonio Macêdo dos  e  FARIA, Lenilda Rêgo Albuquerque de. Didactic-pedagogical knowledge and the philosophy textbook. Acta Educ. [online]. 2022, vol.44, e53761.  Epub 01-Mar-2022. ISSN 2178-5201.  https://doi.org/10.4025/actascieduc.v44i1.53761.

The article reflects a research with philosophy teachers from Rio Branco, AC, done at PPGE of the Federal University of Acre. Her theme is didactic pedagogical knowledge of teachers. Its object is philosophy textbook. The following problem was raised: ‘What didactic pedagogical knowledge the philosophy teacher may mobilize to organize their work with philosophy textbook?’ The general aim consist of analyze the place that the textbook takes in the work of the high school philosophy teacher. It is about a qualitative research, which prioritized interview with philosophy teachers as a source of information of object analisys. As a whole the research method is inserted in the context historical dialectical. The theoretical frame is guided on pedagogical criticismo. Thus, with regards conception of education, in Saviani (2005) and Viera Pinto (2010). Regarding to didactic pedagogical knowledge references are Pimenta (2015), Libâneo (2015) and Rodrigo (2009). The results show that didactic pedagogical knowledge of teachers, besides being linked their evaluation the language of the book and the quality of its activities, lead teachers to consider the book as the most suitable material in theory to organize a class, but not enough material. So that, the textbook perform a supporting role. Despite this. In conclusion for the teacher to choose a textbook he should consider still other factors be they community or school factors.

Palavras-chave : textbook; didactic pedagogical; philosophy teacher; human formation; mediation.

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