Formação de futuros professores que ensinarão matemática: um olhar para os conhecimentos geométricos

Abstract

This master's dissertation is linked to the Graduate Program in Mathematics Education and Physics Teaching at the Federal University of Santa Maria - UFSM, and focuses on teacher’s formation who will teach geometry in Early Childhood Education and in the early years of Elementary School. This work aims to investigate the relationships established between the geometric concepts manifested by future teachers based on studies and practices developed in a training space. In this direction, an attempt was made to answer the following research question: what manifestations may indicate appropriation of geometric knowledge by future teachers? By approaching aspects related to learning and human development, this work is based, especially, on the Historical-Cultural Theory – THC, by Vigotski (2003) and on the Activity Theory – AT, by Leontiev (1987); it is also based on principles relating to the organization of teaching in Moura (1996), in addition to discussing elements related to the formation and teaching of geometry. For the development of this investigation, a group of Mathematics Education discipline A was monitored, in the Licentiate in Daytime Pedagogy course at the Federal University of Santa Maria, in the context of the researcher's oriented teaching activity. Based on the study of the logical-historical movement of geometry constitution, the actions were planned and based on the following aspects: previous knowledge of the academics, historical constitution of geometry, playfulness and important aspects to organize the teaching of geometry. The production of data happened from audio recordings, photographic records, written records and the researcher's field diary. Data were organized into three axes of analysis, called Mathematical Knowledge, Ludicity and Teaching Organization. In general, the students' statements allowed us to consider that teaching mathematics in the first years of schooling requires the teacher to study and appropriate mathematical knowledge, taking into account its essential aspects, in order to teach it; that, by permeating the teacher's planning, playfulness has the potential to mobilize students, especially when linked to their main activity; that the discussions guided by the texts and the proposed actions had the potential to promote the sharing of learning about geometric knowledge; and that the organization of teaching, the teacher's responsibility, must contemplate intentionally planned actions, with a focus on the appropriation of theoretical knowledge.