CONTRATO DIDÁTICO OU CONTRATO PEDAGÓGICO?

Abstract

The quarrel of the didactic concept of the contract, central axle of the current article, part of the estimate that the pedagogy, when science of the instruction, to produce the knowledge from the given meanings, for the citizens, to the different contracts that pass the distant one of the institution to the educational institution. Analyzing the strict direction of the term, the social contract concept of Rousseau in its implications for the education, the characteristics of the pedagogical contract of Parkhurst and Filoux is argued, searching, in these pedagogical traditions, convergences and characteristics divergences of the contract as a an contract. Such conception, is based on the research of French educators, carried through in the field of the Mathematical Education, especially Brousseau, that when formulating the Theory of the Didactic Situations, conceives the didactic contract as a specific element of the Didactics, therefore, different of pedagogical contract. When distinguishing didactic relation from the pedagogical relation, points contradictory, inherent elements to the didactic contract, analyzing mobility, stability, established between professor, pupil and knowing. What it identifies the didactic contract concept is its capacity to generate incessant ruptures in the process of construction of knowledge.