From triage to mixture: for a semiotic understanding of the process of didactic transposition

Abstract

The intention of this study is to discuss the guiding principles (internal and external) involved in the process of didactic transposition through which an academic-scientific knowledge passes when accepted as knowledge to teach in the school context. Therefore, the theoretical proposal of Yves Chevallard (1985, 1991) will be interpreted from the notions of semiotic practice and strategy, as developed by Jacques Fontanille (2006, 2008), and the syntax of miscegenation proposed by Zilberberg (2004). It is interesting to show that the teaching of content - within the education system as a whole - is not only a matter of simplification, but of transposition from one sphere to another, of recontextualization from the peculiarities of a new semiotic practice.