Praxeologia para ensinar sólidos geométricos: o caso de uma bolsista residente do curso Licenciatura em Matemática da UFS

• Ano de defesa: 2021
• Autor(a) principal: Santos, Nailys Melo Sena
• Orientador(a): Souza, Denize da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Ensino de Ciências e Matemática
• Palavras-chave em Português: Matemática; Ensino fundamental; Geometria espacial; Didática; Sólidos geométricos; Teoria Antropológica do Didático; Praxeologia; Residência pedagógica
• Palavras-chave em Inglês: Geometric solids; Anthropological theory of the didactic; Praxeology; Pedagogical residency program
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/14389

This research aimed to analyze praxeologies adopted by a student pursuing an undergraduate degree in Mathematics, who participated in the Pedagogical Residency Program (PRP) linked to the Federal University of Sergipe, to teach geometric solids to a sixth-grade elementary school class. To this end, we based our research on the Anthropological Theory of the Didactic (ATD), which uses the terms mathematical praxeology and didactic praxeology, referring, respectively, to the way in which it is possible to establish a mathematical concept and how it is possible to study the mathematical organization of this concept. Thus, we seek to answer: What and how does the undergraduate in Mathematic, and resident at UFS/SC teaches geometric solids in a sixth-grade elementary school class? One of the activities done by undergraduate students, participants in PRP, is the preservice teaching, through which they are introduced into the teaching role. In this context, our data collection was carried out during the resident’s student teaching experience. Initially we conducted a bibliographic survey, aiming to understand the scenario of the research that address Mathematics preservice teacher education, and geometric solids teaching. Amongst the results obtained, it is worth mentioning the small number of theses and dissertations regarding this theme, which highlights the need for conducting more research on this topic. Our work is a field research, and for data collection we used questionnaires, logbooks, and interviews. For data processing, we used mainly a qualitative approach, considering a more interpretive perspective. In order to carry out the analysis of the praxeologies adopted by the resident, we based our research upon the study of the three fundamental dimensions of a didactic problem, according to ATD models. In the epistemological dimension, we identified the study of solids in both Euclidean and Descriptive Geometry. From this study, we developed an epistemological model of reference (EMR) of geometric solids, explaining concepts that form the study of solids, those that support and are supported by such object. With regard to the economic dimension, we investigated the approach of geometric solids in curriculum guides for basic education in Brazil, and schoolbooks, aiming to explain the dominant epistemological model (DEM) related to each curriculum guide analyzed. Furthermore, in the ecological dimension, we discussed the conditions and the restrictions that affect teaching and learning solid geometrics. Ultimately, we developed a praxeological reference model (PRM) which was used to analyze the resident’s teaching practices, who was also a participant in this research. As we analyzed the praxeologies, it was possible to observe teaching practices in line with the recommendations of the Brazilian National Common Core Curriculum (BNCC). Thus, we proved that the resident put into practice the theoretical discussions held in the PRP, related to the document. We understood that the program contributed towards preservice teacher education, generating discussions about teaching geometry and therefore geometric solids teaching, as well as the implementation of the BNCC. Sometimes such discussions are not held during pre-service teacher education due to the limited number of credit hours in undergraduate courses and the considerable amount of subjects to be studied.