Prática pedagógica de professores de matemática na perspectiva do ensino de geometria nos anos finais do ensino fundamental

• Ano de defesa: 2022
• Autor(a) principal: Fernandes, João Pedro Macedo Nascimento
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Prática pedagógica; Geometria; Professor; Ensino; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Pedagogical practice; Geometry; Teacher; Teaching
• Link de acesso: http://ri.ufmt.br/handle/1/4361

The teacher needs to be aware that his profession is a social act that actively influences the student’s life and the construction of society. Teaching is a daily challenge, and the general aim of this research is to understand the pedagogical practices prepared/developed by mathematics teachers who teach geometry in the final years of Elementary School. The qualitative approach is used, and the type is a case study, based on the following theorists Creswell (2014), Bardin (1977), Bogdan and Biklen (1994), Rodrigues (2019), among others. The locus of the research is the Heliodoro Capistrano da Silva State School, located in the city of Cuiabá-MT, situated in the city outskirts. As research participants, three teachers, who work or have worked in the final years of Elementary School lately, and who teach Mathematics at this school were selected. As instruments for data collection, questionnaires, and semi-structured interviews were used, as well as the documental analysis of the Educational Policy Project of the educational institution. The guiding question of this research is: what are the pedagogical practices prepared/developed by mathematics teachers who teach geometry in the final years of Elementary School? Theoretically, this research is based on the writings of Caldeira and Zaidan (2010, 2013), Franco (2012, 2015, 2016), Fernandes (2008), Freire (1987, 2021), Schön (2000), Pimenta (2005), Veiga (2003), among others, to discuss the definitions and conceptions of pedagogical practices from a dialectical and dialogical perspective, encouraging a reflective practice on pedagogical praxis of the professional teacher. To address the teaching of Mathematics and Geometry in Basic Education, a dialog was established with D’Ambrosio (2012), Lorenzato (1995), guiding documents for Brazilian Education PCN and BNCC (2018), among others. To carry the interpretation and analysis of the data, from the mentioned theoretical framework and the collected data, three dimensions of analysis were elaborated, dealing with: Teacher’s professional experience related to geometry teaching; Pedagogical planning for geometry teaching; Pedagogical practice in geometry teaching. The analyses and interpretations of the data allow us to consider that the elaboration and development of one of the teachers surveyed are more anchored in what the theoretical framework of this research proposes, a pedagogical practice with intentionality, and that attributes to the teacher the role of mediator in the process of teaching and learning of the students. The other teachers present in their conceptions common sense, with the lack of alignment with some theoretical reference. All teachers understand that good pedagogical practice can change the student’s social reality, as well as the classroom environment and the school context. These teachers explained pedagogical practices that are different for using methodologies and methodological resources that can help and improve students’ learning in the final years of Elementary School in the teaching of geometry.