Percepções docentes sobre o ensino e aprendizagem de geometria nos anos iniciais do ensino fundamental: reflexos e reflexões de uma experiência formativa

Abstract

This is a research of a qualitative nature, in the narrative modality, that deals with a formative experience (continuous training course) developed with a group of teachers, who teach mathematics in the initial years of elementary education, in a work context. Objective: To understand the formative aspects in a continuing training course, mediated by Origami and Digital Technologies, that contribute to other / new teacher perceptions about the teaching of Geometry in the Early Years of Elementary School. I developed a design of formation inspired by the Historical-Cultural Theory of Vygotsky and in the historical-critical Pedagogy of Demerval Saviani, which is based on five moments: life experience and formation - sensitization for (self) formation - theoretical and practical materialization - learning - socialization. The instruments used were: field questionnaire, training diary, reflexive memorials, audiovisual records and interview. Discursive Textual Analysis was used as methodology for qualitative analysis. By impregnating myself and analyzing all empirical material, I gave way to three axes of analysis: i) Life experience and training with Geometry: from Basic Education and initial formation to teaching practice; ii) Origami and digital technologies: mediating instruments for the teaching and learning of geometry; iii) Teaching perceptions about the formative process: narratives that express the new / other reflections about the continuous formation in mathematics. Among the reflections and reflections made from this formative experience, I emphasize that the teachers experiencing such a course of continuous formation could be inferred that: i) there were advances in understanding in the process of teaching and learning geometry; ii) there was a development of specific knowledge of the content, indicating that the reasons that led teachers to work in a limited way resided in their reductionist understanding of geometric content; iii) when involved in a process of interaction mediated by a more experienced person and by didactic resources capable of providing study, discussion and reflection of the mathematical object, the learning occurs in a satisfactory manner, acting in the PDZ of each investigated subject; iv) the training corroborated the professional development of teachers and recognition of the social role of teachers; v) continuing training in a work context should be designed to be developed in a collaborative and participatory manner, considering that the subjects involved should be valued and respected as the important agents that are part of this process; vi) It is necessary to think that a training full of senses is permeated by appreciation, respect, interaction, exchange of experiences, training in the context of work and recognition of the teaching profession.