Raymond Duval e suas contribuições para a promoção do desenvolvimento do pensamento geométrico na alfabetização: subsídios ao ensino da geometria

Abstract

The present research sought to answer the following question: What geometric elements need to be considered in the organization of practices for children aimed at the development of geometric thinking in the light of Raymond Duval's theoretical subsidies? Its general objective was to point out the geometric elements in drawings made in the book “Has geometry everywhere?”, by children in the third year of Elementary School. Each chapter sought to answer a specific goal of this research. The results showed that the drawings had the potential to recognize elements of Raymond Duval's theory related to geometry and that the child being stimulated to perceive figural elements can recognize similarities with situations experienced in everyday life and establish geometric relationships, especially in the school environment. The teacher will be able to awaken in the child the creative form of representation in images, space, objects and relate to geometric shapes as long as he also recognizes them. In view of this, it is concluded that geometric knowledge is necessary from the beginning of the literacy process, for teachers and students, which requires changes in the process of training, initial and continued, of teachers. The study also had the purpose of presenting some reflections on the organization of practices for the teaching of geometry in the Initial Years of Elementary School, with these suggestions the research will help teachers to think about geometric thinking, so neglected in the school space. Thus, it is necessary to allow children to see the representations, recognize them and differentiate them unlinked from characteristics that define them only as a shape or figure by a theory or concept