Study of Convergent Praxeological Needs for Teachers Didactic iInfrastructures
The aim of this study is to reflect on teacher training, based essentially on the Didactic Anthropological Theory and on research aimed at studying the praxeological needs of teachers. It is a qualitative study of a theoreticalbibliographical nature, as it produces reflections based on our theoretical framework and research that deals with teacher training in the light of the Didactic Anthropological Theory. Our reflections led us to consider teacher training, didactic infrastructures for teacher training and the praxeological needs of the teacher. In addition, we took as an example one of the episodes from the experimental phase of Lobo’s research (2019), which aimed to study the knowledge of plane analytic geometry that can be acquired by students (teacher trainees) from a Mathematics degree course in Bahia (Brazil), participating in supervised curricular internship classes, who were involved in a training process based on a Study and Research Pathway. The aim is to reflect on the complexity of building teaching praxeologies.
