Proposal for Praxeological Analysis of Chemistry Notions in Official Documents and Textbooks

Abstract: This article brings the application of the Anthropological Theory of the Didactic (ATD) in the praxeological analysis of the notion of Molecular Geometry (MG). The main objective is to analyze the possibility of praxeological relations that reinforces the need for articulation between ostensive and non-ostensive objects during the teaching of MG. These objects are understood by ATD, which assumes the need for tasks that require techniques, technologies and theories to put the student in mathematical activity. At the institutional level, official documents are analyzed, and two textbooks approved by Programa Nacional do Livro e do Material Didático (PNLD) are also analyzed for the existence of praxeologies. Given these conditions, it is concluded that, in the case of official documents, the notion of MG is not based on praxeologies. However, as for the textbooks analyzed, it was found that it is possible to have praxeologies that allow the student to be active.摘要：本文将教学的人类学理论（Anthropological Theory of the Didactic，ATD）应用于分子几何（Molecular Geometry，MG）概念的实践论分析。本研究的核心目标为探析实践论关联的可能性，该关联可强化分子几何教学中实指性对象与非实指性对象间的衔接必要性。依据教学的人类学理论，要引导学生理解此类对象，需依托包含技艺、技术学与理论的任务，推动学生参与数学活动。在制度层面，本研究分析了相关官方文件，并针对两部经国家教科书与教学材料计划（Programa Nacional do Livro e do Material Didático，PNLD）审定的教材，开展了实践论相关内容的检视。研究结论显示：就官方文件而言，分子几何概念并未立足于实践论体系；而在所分析的两部教材中，则存在可引导学生主动参与学习的实践论设计。