THE DIADACTIC CONTRACT IN THE USE OF DIGITAL LEARNING OBJECTS AIMED AT SPATIAL PERCEPTION: CONTINUING TRAINING FOR CHILD EDUCATION TEACHERS IN A VIRTUAL ENVIRONMENT

Abstract

We present in this article a discussion about the Didactic Contract, analyzing the contractual relations established in a virtual environment of continuing education of Early Childhood teachers, focused on the use of Digital Learning Objects (DLO) related to spatial perception. This is an excerpt from a Doctoral research developed in the field of Didactics of Mathematics. Therefore, we approach this problem through the notion of Didactic Contract, proposed by Brousseau (1986), within the scope of Didactic Situations Theory, investigating it in a different teaching context from those commonly explored when researching this didactic phenomenon. Eleven early childhood teachers participated in the study.Virtual semi-structured interviews were carried out, in addition to a virtual continuing education course on the use of Digital Learning Objects, developed by LOM(Learning Objects for Mathematics - repository created by UFRN), which address spatial perception in Early Childhood Education . The results showed that the contractual relationship established between the actors involved presented particularities of a didactic relationship little experienced by the teachers: the virtual context and the domain of Digital Learning Objects, especially for use in Early Childhood Education. On the other hand, the study also revealed that there are contractual elements observed in ordinary contexts, which characterize the hard core of the contract, which were also identified in the virtual environment, including the interference of the execution or not, by the parties involved, of the foreseen agreements. also in the Pedagogical Contract.