2020-01-272020-01-272018-04-02SOUZA, José Kemeson da Conceição. Percepções docentes sobre o ensino e aprendizagem de geometria nos anos iniciais do ensino fundamental: reflexos e reflexões de uma experiência formativa. 157f. Dissertação (Mestrado Profissional em Docência em Educação em Ciências e Matemáticas) - Programa de Pós-Graduação em Educação em Ciências e Matemática, Instituto de Educação Matemática e Científica, Universidade Federal do Pará, Belém, 2018. Disponível em: http://repositorio.ufpa.br:8080/jspui/handle/2011/12223. Acesso em:.https://repositorio.ufpa.br/handle/2011/12223This 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.Acesso AbertoEnsino de GeometriaAnos IniciaisFormação continuada em contexto de trabalhoTecnologias DigitaisOrigamiDissertaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAOCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICACNPQ::OUTROS::CIENCIASFORMAÇÃO DE PROFESSORES PARA O ENSINO DE CIÊNCIAS E MATEMÁTICASENSINO, APRENDIZAGEM E FORMAÇÃO DE PROFESSORES DE CIÊNCIAS E MATEMÁTICAS