Reflexiones críticas sobre el concepto de Transposición Didáctica de Chevallard

Abstract

The aim of this paper is to be a critical view of some of the central concepts of the anthropologic theory of Didactic of Mathematics, and its potential as a general view for a Didactic of the Scientific Knowledge. The starting point is the concept of Transposition Didactique (Didactical Transposition). New points of view are shown in order to reach a new conception of teaching as a way of working on the objects of culture. From this view it can be visualized the division between the didactical work in terms of conception and execution, and its meaning in terms of hegemony. Another point of view is the reflection on the role of this concept in the constitution of the didactic discipline in the scientific field. About this specific point there is a critical position regarding Chevallard’s proposal about the constitution of the object of investigation and its independence from the subjectivity of the investigator. Finally, importance is critically attached to the wide view of knowledge proposed by Chevallard and its operation in the anthropologic field.