From Lyon’s “Re(s)source Conference” to the Covid-19 Pandemic: impacts and contributions to the theory of the Documentational Approach to Didactics.
DOI:
https://doi.org/10.23925/1983-3156.2021v23i3p482-515Keywords:
Documentational approach to didactic, Re(s)source Conference, Covid-19 Pandemic, Teachers’ dialogue with resources for teachingAbstract
From Lyon’s “Re(s)source Conference” to the Covid-19 Pandemic: Impacts and Contributions to the Theory of the Documentational Approach to Didactics. Abstract: In this article, we approach two events that, in different ways, impacted and contributed to the studies related to the teachers’ dialogue with resources for teaching, a means of developing professional practice. Th e first event, the Re(s)source Conference, held in May 2018 at ENS Lyon in France, aimed at a reflection on the theory of the Documentational Approach to Didactics. The second event began two years later unexpectedly and without organization: the Covid-19 Pandemic, whose impacts continue throughout the world, interfering with human actions. The Conference was attended by researchers from all continents, while the Pandemic also did not leave anyone out, reaching the entire world in an overwhelming and destructive way. The objective of the article is to reflect on the effects of these events on education in general, and mathematics education. It is time to rethink our social relations, including the educational ones. In this perspective, UNESCO’s call to make mathematics “humanized” is interesting. Focusing on DAD and its constructs, it is important to take lessons from what the Pandemic has indicated to us, to seek the renewal of the teachers’ professional resource system, specifically mathematics, with institutional support, to value collective and cooperative work and the qualified use of technologies, in favour of mathematics for all. For the development of the article, we collected data on the website and proceedings of the Conference and recent articles on the impacts of the Pandemic. As a result, we highlight the different conceptions about resources, documents, instruments, among others, and what was inferred about the teacher/resources dialogue and the impacts of the Pandemic on education, reaching the proposed objective of illuminating the contributions extracted from these events to the advancement of the DAD.
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