Ensino de geometria nos anos iniciais do ensino fundamental: práticas docentes à luz da Base Nacional Comum Curricular (BNCC) em uma escola municipal de Alto Alegre do Pindaré (MA)
This study investigated the teaching of Geometry in the early years of Elementary School, with an emphasis on the pedagogical practices of 1st and 2nd grade teachers at a public school in the city of Alto Alegre do Pindaré, Maranhão. The research, which used a qualitative approach, had the general o...
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| Formato: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Recursos: | Universidade Federal do Maranhão (UFMA) |
| Repositorio: | Biblioteca Digital de Teses e Dissertações da UFMA |
| Idioma: | portugués |
| OAI Identifier: | oai:tede2:tede/6545 |
| Acesso em linha: | https://tedebc.ufma.br/jspui/handle/tede/6545 |
| Access Level: | acceso abierto |
| Palavra-chave: | anos iniciais; prática docente; BNCC; formação continuada; Ensino de geometria. early years; teaching practice; continuing education; teaching geometry. Ensino-Aprendizagem Matemática |
| Resumo: | This study investigated the teaching of Geometry in the early years of Elementary School, with an emphasis on the pedagogical practices of 1st and 2nd grade teachers at a public school in the city of Alto Alegre do Pindaré, Maranhão. The research, which used a qualitative approach, had the general objective of analyzing how these teachers relate to the teaching of Geometry, considering their practices, perceptions and the meanings attributed to continuing education. For data collection, questionnaires, structured interviews, participant observations and document analysis were used, organized in three moments: before, during and after in-service training. The activities involved the survey of the contents developed in the classroom, the study of the BNCC, the mapping of the textbook, the elaboration of activities and the analysis of the training based on the feedback from the participants. The results indicated that, initially, traditional and poorly contextualized practices predominated, due to gaps in the initial training and the absence of specific continuing education. The training provided within the scope of the research contributed to significant changes, with the adoption of strategies aligned with the BNCC, such as the use of concrete materials, playful proposals and interdisciplinary activities, favoring the development of students' geometric thinking. As an educational product, a Didactic-Pedagogical Notebook was prepared with suggestions for activities and practical guidelines. It is concluded that continued training, when contextualized and collaborative, is essential to qualify the teaching of Geometry in the early years. It is recommended that future studies investigate the use of digital technologies in this area and expand teacher training with a focus on specific content and ongoing pedagogical monitoring. |
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