Diseño de actos de institucionalización en el marco de la Ingeniería didáctica: reflexión sobre el proceso de construcción del saber en la Teoría de situaciones didácticas

Abstract

After implementing a Didactical Engineering (DE) on the parabola as a geometric locus (Santos, 2016) within the framework of the Theory of Didactical Situations (TDS), we began to question how to support the teacher during the moments in which continuity between knowledge and knowing is constructed. Following a substantial theoretical review, we recognized that DE designs describe in detail the moments of knowledge construction within adidactical situations, but they do not address the moments in which knowledge becomes decontextualized into knowing — in other words, they do not describe in detail the process of institutionalization. We propose the hypothesis that institutionalization acts can be designed in the a priori analyses of DE, enabling the teacher to manage their interventions appropriately during whole-class discussions and thus effectively guide the construction of continuity between knowledge and knowing. To test this hypothesis, we propose analyzing, through certain categories of the TDS (validation, devolvement, and institutionalization), the data collected after implementing two DEs: one on the parabola as a geometric locus and another on the Pythagorean theorem. In both, the milieu is interwoven with Dynamic Geometry Software (DGS), and a priori designed acts of devolvement and institutionalization are included. We expect this project to contribute to problematizing the process of institutionalization within the framework of the TDS, fostering an evolution in the conception of institutionalization itself. Furthermore, we aim to propose an evolution of DE as an instrument for the production of knowing, in which acts of institutionalization can be described in greater detail, thus promoting the construction of continuity between knowledge and knowing.