O fanzine como estratégia pedagógica para o ensino da geometria na educação básica

• Ano de defesa: 2020
• Autor(a) principal: Sousa, Joana Darc de
• Orientador(a): Gonçalves Júnior, Marcos Antonio
• Banca de defesa: Gonçalves Júnior, Marcos Antonio, Moura, Elisandra Filetti, Santos, Wanderley Alves dos, Mendonça, Adriana Aparecida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
• Departamento: Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)
• País: Brasil
• Palavras-chave em Português: Fanzine pedagógico; Estratégia pedagógica; Geometria; Arte; Ensino; Educação básica; Educação matemática
• Palavras-chave em Inglês: Pedagogical fanzine; Pedagogical strategy; Geometry; Art; Teaching; Basic education system; Mathematical education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/10841

This research has as its object of study the fanzine as a pedagogical strategy for teaching geometry in Basic Education. The general objective is the construction of an educational product called pedagogical fanzine addressing geometry in Basic Education. We defined three specific objectives, namely: the first was the development of a pedagogical strategy that would make it possible for Basic Education students to understand Geometry through the pedagogical fanzine; the second was the construction of two pedagogical fanzines based on the elaborated pedagogical strategy; and, finally, carrying out an intervention in the classroom with one of the pedagogical fanzines seeking to understand the effects produced on the students' learning and evaluate its possibilities. We elaborated a teaching plan during the development of the research, a pedagogical strategy and created two pedagogical fanzines. One of them is the Educational Product from present research, named “Zine Poem-code Hunger”. It dialogues through the poem with geometry in way of the forms in which it is presented and in the understanding of the logical thinking used in its reading. The other, entitled “Fan-Geometric-Zine”, seeks to playfully address concepts related to the study of polygons. We finalized the research with an intervention in the classroom with the 6th grade students, from the Center for Teaching and Research Applied to Education (CEPAE / UFG), who produced poetic forms (images) that were exposed, on a clothesline, poetic in the schoolyard. Thus, we understand that the fanzine is a possible strategy in the pedagogical practice of the teacher, which contributes to the construction of other dynamics for the teaching of geometry in the classroom, considering that, in addition to enabling the subject's creative process, it also promotes classroom communication between participants in the “teaching and learning” process.