Diferenças na prática docente de dois professores – novos e especialistas – ao promover a consciência: uma análise sociocultural por meio do uso de recursos

This paper presents some findings from a wider investigation that analyses the practice of two teachers - novice and expert - from the networking of theories. In this way, a conceptual framework is designed that addresses the epistemological and didactic components of teacher practice. Thus, notions from both objectification theory (TO) and the Documentational Approach to didactics (DAD) are incorporated. The data presented and analysed correspond to the transcripts of video recordings of two 11th grade physics teachers (novice and expert) in original teaching situations. The discussion of the results aims to determine how the practice of each teacher differs in the use of resources (physical and conceptual) and semiotic means of objectification, with the aim of promoting awareness of the meaning of concepts. The results reveal significant differences in both teachers in how they use resources and in how meanings are produced in the classroom.