Práticas pedagógicas de professores que ensinam geometria no 6º ano do ensino fundamental

• Ano de defesa: 2018
• Autor(a) principal: Nascimento, Clemilson Carvalho do
• 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; Geometria; Ensino-aprendizagem da matemática; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Practice; Geometry; Mathematics teaching and learning
• Link de acesso: http://ri.ufmt.br/handle/1/2948

The study the research aims to understand geometry teachers’ pedagogical practice in the 6th year of Elementary School. The paper tries to answer the following questions: how does Elementary School geometry teachers’ pedagogical practice develop? To which extension does this pedagogical practice influence the learning of geometrical concepts throughout students' formal education process? At first, the paper focuses on Cunha (2007), Dewey (1959), and Gadotti’s (2003) relevant contributions by presenting a brief report on the importance of reflective thinking and educational identity, which are significant factors for the reflection upon and construction of a new model of thinking knowledge in the globalized world. The conceptualization of practice, from an epistemological and conceptual perspective, will be carried out based on theorists such as Contreras (2002) and Zaballa (1995), who assume that practice is not something that is delimited by simple or complex coordinates; instead, practice is characterized by the confrontation of problematic situations. The study made use of the interpretive method within a qualitative we use analytical induction to try understand the practice of three teachers who teach Mathematics in Primary Education in relation to geometry. We have conducted observations, interviews and document analysis as instruments to produce the analyzed data. Data indicate that the participants to develop the practices demonstrate insecurity when teaching geometry contents and relating them to mathematical knowledge, a fact attributed to a deficient initial formal education and to the perpetuation of a culture of disregarding geometry contents inspired by the Modern Mathematics Movement which can still be seen in our current days. We can conclude that, to develop pedagogical practices that assure geometry learning, it is crucial for teachers with what they teach and how the teach, knowledge so that they can mediate and act significantly in diverse situations proposed by the school environment. Therefore, it is essential that teacher reflect critically and continuously on their pedagogical action.