Reflexões sobre a teoria das situações didáticas por duas pesquisadoras em diferentes estágios da vida acadêmica.

Holding a theory means to know its core concepts, the questions it seeks (allows) to answer, and its paradigms. However, developing research in a particular theoretical perspective means more than that. Consistency is required between what is said and what is practiced. This paper addresses it. Appropriation of the theory of didactical situations by two researchers in mathematics education that are experiencing different moments of academic career is discussed. One of the researchers reports the stumbles and enthusiasm in a new theoretical trajectory, the other one discusses how she deals with the theoretical issues she proposes to study and practice. In this text, we provide considerations of both the young researcher about her process of paradigm transformation and the researcher responsible for assisting her in this trajectory. [ABSTRACT FROM AUTHOR]