| Summary: | The Didactic Contract proposed by BROUSSEAU (1986) describes the relationships among the teacher, the knowledge and the student, and refers to an existent paradox in the didactic relationship: the teacher should come in a way not to leave everything explicit to the student for not placing in risk its own learning; on the other hand, if he/she doesn't make the necessary mediation, she/he breaks up with the contract. In a perspective in that the teacher is placed as mediator of the teaching process, one of his/her roles is the administration of such paradox. This work intends to show that one way of dealing with such paradox can be the introduction of small " disturbances " in the stability of the contract, starting from closed problems with unexpected innovations for the student, such as: providing unnecessary data, suppressing data already known by the student or situations that request the articulation of knowledge. The disturbance of traditional problems will demand a qualitative reflection and creative investment, of teacher and student, avoiding automatisms and maintaining them open to progresses without, however, to break with the established Didactic Contract.
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