PERAFAN ECHEVERRI, Gerardo Andrés. The didactic transposition as a foundational epistemological statute of the teacher's academic knowledge. []. , 37, pp.83-93. ISSN 0123-4870.

This paper partially presents preliminary results of the research on "Professional teacher's knowledge: new epistemological and methodological perspectives" developed within the framework of the Inter-institutional Doctoral Program in Education offered by Universidad Pedagógica Nacional. This program has supported the development of different research projects related to specific professional teacher´s knowledge associated with particular categories that some Doctoral students have been carrying out under my direction. From previous studies in which the notion of professional teacher's knowledge has been understood as an integral system of ideas the author of this paper proposes a reconceptualization of the category academic knowledge of the teacher in order to show its epistemological independence from disciplinary knowledge. On the other hand, based on this epistemological independence of the teacher's knowledge with respect to the different disciplines, Chevallard suggested a reconceptualization of the notion didactic transposition to be understood as the epistemological and anthropological founding statute of this academic knowledge. The aforementioned opens up alternatives to think in a different way about school contents, teacher formation and the profession of being a teacher

: reading; summary; prior knowledge; argumentative text.

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