The starting point of this work is two courses that intend to update the curriculum of physics of the secondary school through the modern and contemporary physics insert. These courses make that Chevallard, in his Didactic Transposition's Theory, calls external transposition (from the wise knowledge for knowing to teach), has showed the possibility to elaborate and to implement didactic sequences to update the curriculum of physics of secondary school. This knowledge to teach, being transformed in "knowing taught" go through changes elaborated by the teacher. The relationships teacher-knowledge-student settles down at the classroom, in agreement with the situations proposed by the teacher that manages those relationships, through the one that Brousseau calls didactic contracts. Using the Didactic Situations' Theory and the didactic contracts an analysis tool was built. The objective of this work is, through the observation of the classroom and using that tool, to verify the implemented situations and the succession of the didactic contracts shows the possibility a didactic sequence to turn it leaves of the school knowledge, for it being accepted by the students. The acceptance of the devolution by the student appears of this context as necessary condition, but no enough, that the learning happens.
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