A praxeological analysis of tasks on oblique launch in physics and mathematics textbooks:

possibilities for interdisciplinarity

Abstract

This article presents the praxeological analysis of the tasks on oblique launch present in mathematics and physics textbooks most adopted by public schools and federal institutes by PNLD 2022, in force by 2025. The textbook was chosen as an object of study because it was portrayed by several authors as one of the main resources of teaching practice. The purpose of this research is to analyze whether some assumptions of the didactic anthropological theory - the expected techniques, technologies and theories to perform the same tasks - have convergences or divergences when dealt with in the mathematics book and in the physics book. We understand that convergences favor the recognition of the same object of knowledge in different contexts and the articulation of knowledge from one area to another. Divergences provide indications for improvements in the production of teaching materials and teacher education, aiming at a teaching supported by interdisciplinarity. Our analysis concludes that, even in the same -kind tasks involving the oblique launch, the analyzed books employed different technologies, technologies, and theories, in which it was not possible to articulate knowledge from one area to another. This divergence occurs as a result of the different information provided for the accomplishment of tasks - while the physics book provides vector quantities, the mathematical book provides the algebraic expression of the function. At the end of our analysis, we present a proposition of interdisciplinarity for one of the tasks, with the objective of relating the vector quantities involved in a given task to their possible functions. It is noteworthy that the books analyzed are in accordance with the skills defined by the Common National Curriculum Base.