A noção de ecologia do objeto quadrilátero: um estudo a partir das três dimensões do problema didático

• Ano de defesa: 2024
• Autor(a) principal: Santana, William Joaquim Santos de
• 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); Didática; Quadrilátero; Anos finais do ensino fundamental; Dimensões do problema didático; Ecologia do didático; Quadriláteros
• Palavras-chave em Inglês: Final years of elementary school; Dimensions of the didactic problem; Didactic ecology; Quadrilaterals
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/19781

In this study, the focus was directed towards the quadrilateral object, exploring it through the lens of the ecology of the didactic, a concept integral to one of the main theories developed by Yves Chevallard, the Anthropological Theory of the Didactic (TAD). Therefore, the research question was defined as: How is the quadrilateral object addressed in national curricular documents and mathematics textbooks for the final years of Elementary Education, considering the three fundamental dimensions of the didactic problem supported by TAD? To answer this, the research was outlined as qualitative in nature and with a bibliographic approach based on the following objectives: Characterize research that addresses the study of quadrilaterals in official documents and mathematics textbooks for the final years of Elementary Education, preferably from the Ecological perspective of the Didactic; Investigate how the quadrilateral object is present in official documents (PCN, BNCC, PNLD); Analyze the praxeologies present in the quadrilateral object of two collections of mathematics textbooks for the final years of Elementary Education, among those that had the highest frequency of PNLD approval in the period from 2002 to 2020. Thus, the three fundamental dimensions of the didactic problem enunciated by Gascón are presented. For the epistemological dimension, we used the study conducted by Cuellar, appropriating his reference epistemological model (MER), which enables a broad historical study of the object. For the economic dimension, a brief overview of geometry teaching in Brazil was outlined, examining how the quadrilateral object is addressed in curricular documents, giving rise to a dominant epistemological model (MED). In the ecological dimension, the conditions and constraints found in the teaching of the quadrilateral object in the analyzed textbooks are discussed in order to elucidate a reference praxeological model (MPR) for this object. This model can be employed in future research to analyze teaching practices in relation to the quadrilateral object.