ARTICULATING RELATIONSHIPS: ENABLING THE INSTRUMENTAL USE OF THE DIDACTICAL RHOMBUS IN TEACHING-LEARNING SEQUENCES

ABSTRACT:

This paper proposes the use of the didactic construct didactic rhombus proposed by Méheut and Psillos as a guide for organizing the construction of teaching-learning sequences. The didactic rhombus is formed by the epistemic and pedagogical axes, covering the poles teacher, students, material world and scientific knowledge. The theoretical essence of the didactic rhombus does not support its effective application in the school domains. We formulated articulating relations that integrate and support the design and development of teaching-learning sequences. We argue that the use of the didactic rhombus creates opportunities to break disciplinary boundaries, to promote methodological updating of practice, to mediate knowledge towards students’ active participation and emancipatory innovation of teaching practice.

Keywords:
Didactic rhombus; Teaching-learning sequences; Articulating relations