Implicações de um ensino de geometria elaborado sob a ótica do educar pela pesquisa em um curso de pedagogia

Abstract

One of the objectives of the Pedagogy course is to train teachers who will teach in the early years of Elementary School. In this way, they will teach Mathematics, among several subjects. Unfortunately, studies indicate (Curi, 2004); (Lorenzato, 2010); (Brasil, 2018b) that these future teachers bring from Basic Education a large gap in relation to mathematical content. And this is even greater when it comes to Geometry (Moretti, Hillesheim, 2018). Pedagogy courses generally present in their syllabus the discussion of Mathematics concepts and methodology, but there is almost always insufficient time to work on the outdated learning from Basic Education, as well as the methodological practices that they will need (Borba; Almeida; Gracias, 2020). Aiming to rescue the conceptual part and work on methodological practices (uniting theory and practice), this work proposed using the assumptions of Educating through Research (Demo, 1997, 2015); (Moraes; Galiazzi; Ramos, 2002) as a teaching methodology (Galiazzi, 2005); (Ventura, 2020). The choice of using Educating through Research in this bias was based on it being a proposal that leads to the development of autonomy and, considering that this discipline is taught in one or a few periods, a methodological path that leads the student to learn how to learn would be interesting (Demo, 1997). With that, the following question arose: What are the implications, for the training of a future teacher (pedagogue) on the teaching and learning of Geometry, that classes constructed from the perspective of Educating through Research can bring? To answer this question, classes were constructed and applied from the perspective of this philosophy within a Pedagogy course. The research methodology adopted was the organization of Didactic Engineering, and the data collected through the application of questionnaires, activities, observations, and written reports were analyzed through codifications provided by the Grounded Theory. As a result, this qualitative thesis, which followed the action research approach, evidence was found of essential skills for the training of a teacher (Shulman, 1986, 2014). Thus, it was concluded that the proposal contributed to the learning of these pedagogues by providing evidence of enabling the implementation of knowledge, unifying conceptual theory with teaching practice, promoting authorial, elaborated, and creative construction; promoting reflective and critical thinking, in addition to making it possible to work on demystifying the teaching and learning of Geometry. Furthermore, it is worth noting that, based on the data analyzed, this work generated an Educational Product, aimed at teachers who will teach Geometry in Pedagogy courses or even those interested in teaching Geometry in the early years of Elementary School. This educational product, which is a support material for teachers, provides guidelines for classes constructed from the perspective of Educating through Research to work on Geometry within a Pedagogy course. This material is available on the website of the Graduate Program in Science and Mathematics Teaching at the University of Passo Fundo and on the Educapes website https://educapes.capes.gov.br/handle/capes/921081.