Ensino e aprendizagem de geometria em módulos: uma proposta pedagógica para escolas do CASE

Abstract

This is a pedagogical proposal for the teaching and learning of principles and patterns of geometrical concepts especially for those students who study in schools that work at ‘CASE’ (Center of Social and Educative Assistance, in Portuguese) of Rio Grande do Sul state. The cooperative activities are organized in modules that will be able to be developed in classes of 40 minutes, structured in beginning, middle part, and end. This dynamics was chosen because it aims to develop the psychological functions of a person, independently of the following and the continuity of his educational process, because the peculiarities of these schools, among others, the fact that the students have their applications and are able to stop studying at any time, according to their social and educational activities. The research is qualitative and is founded on Vygotsky’s socio-historical theory: the organization of the modules came from the verification of the student’s real level, in a prospective view, that is, beyond the current movement, so that the learning process moved on and discussed what was ‘as a seed’ in its cognitive trajectory. This process was not direct but guided by systems of symbols and, the most principal one is the language. It is concluded that the language is the most basic factor in making internal and in the production of meanings by the students. Thus, the school, in its activity, must promote the appropriation of the scientific knowledge by the students through a dialectic unity in which the teaching and the learning are guided by an activity of thinking. It is noticed that the formation of new mental structures are not a product of mere biological and individual maturing but one that depends on the process of appropriation and on the intellectual and material activity which happens in the collectivity and is built historically and directed by goals to be achieved. The paper is divided into four chapters: the theoretical fundament, the description of the research field, the presentation of the pedagogical proposal, the report of practices, and the final considerations and the researcher’s conclusions.