Aprendizagem da docência para o ensino de Geometria na infância no contexto da formação e da prática pedagógica

Abstract

This work was developed with the objective of showing how teaching lerning focused on the teaching of geometry in the early grades of Elementary School has been constituted and the role of the formative processes in the learning and mobilization of teaching expertise and knowledge for the exercise of pedagogical practice on geometry. The period of childhood, in which this stage of education takes place, is conducive to the development of geometric thinking by the child and the construction of knowledge, but it requires specific work to be effective. Teaching this knowledge, as well as the others that make up mathematics, presupposes a learning on the part of teachers to be realized. Thus, the research problem to be answered is: How has the teaching learning for geometry teaching occurred in the early grades of Elementary School and what influences this process? The data for the preparation of this thesis were obtained in three stages: a) interviews with 22 teachers who work in the early grades of Elementary School; b) observations during the development of pedagogical workshops on geometry with nine teachers; and c) conducting a focus group with seven teachers who participated in the workshops. Some theoretical subsidies of this research consist of the works of Vaillant and Marcelo (2012), Marcelo Garcia (1995, 1999), Giroux (1986, 1997), Zeichner (1995, 2008), Nóvoa (1995), Arroyo (2001), Shulman (1986, 2001), Tardif (2014) and Duval (1995, 2011, 2012a, 2012b, 2013a, 2013b, 2015). The research is characterized as qualitative of interpretative character and articulates to the complex thinking in the perspective of Morin (2010). The empirical data were transcribed and organized with the help of NVivo software and analyzed based on the Discursive Textual Analysis methodology (MORAES; GALLIAZZI, 2016). It was found that specific training processes for learning to teach geometry are necessary, because the initial education or self-training has not been able to cope with this task, as well as not all experienced courses contribute with it. Teachers who participated in geometry training, considered significant for their learning, reported more elaborate teaching practices, they were also more receptive to changes in their practices, based on what was developed in the pedagogical workshops. In order to approach geometry in courses, it was realized the need for teaching strategies that are recognized as effective by the teachers in formation, that take into account their real learning needs and that articulate theoretical and practical elements. It was evident that it is necessary to invest in training processes that enable in-depth learning about the areas of knowledge that teachers working in childhood teach, so that they can explore the potentialities of each component of the school curriculum, such as geometry, for development of intellectual autonomy and human emancipation of students, in pursuit of the desired educational purposes.