A sequência Fedathi no ensino de construções geométricas e as tecnologias digitais por meio de videoconferência síncrona: a formação de professores do ensino médio

Abstract

The teaching of geometric constructions, although it is rooted in the context of geometry, its perception in the initial and continuing education of teachers faces new challenges. Although we have made a lot of efforts, with regard to Teacher Training (PF), the initial training of mathematics teachers reflects a teacher who is more concerned with the reproduction of content and knowledge already built. We defend the use of GeoGebra software combined with Synchronous Videoconferences for the teaching of Geometric Constructions (GC) in teacher training. As a problem, we formulate the following question: does the teaching of GC through the GeoGebra Software, mediated by the teaching methodology Sequence Fedathi (SF) have impacts on the training of high school teachers? Starting from this question, we present a study on the teaching of geometric constructions for teacher training, mediated by the GeoGebra software that allows illustrating Limit Situations (SL) through the computer, and which corresponds to the questioning of statements, postulates, axioms and mathematical theorems. Regarding the methodological basis, we chose to work with Didactic Engineering (DE) as research planning and the Fedathi Sequence (SF). We also use Pedagogical Engineering in the design of the Educational Product (EP). We developed a basic research with a Qualitative and Quantitative approach with a structured questionnaire. It is a descriptive research, in which it describes characteristics of a population or phenomenon. As for the objectives, Bibliographic, Exploratory and Participant, with the involvement of the researcher with the investigated group, within the scope of the Basic Course of GC with teachers of High School (EM) at Crede 14. From the completion of the Course, it was possible to generate of data and formulation of categories and subcategories of analysis: transcription of classes, structured questionnaire (pre and post test) and relevance of GC for learning Geometry, supported by Bardin (2016). From the analysis of data generation, we proved that GeoGebra and GC favor the teaching and learning of Geometry and SF contributes to PF reflection and SL discoveries through algebraic and geometric demonstrations. As an Educational Product, we present a Basic Course on CG using Geogebra for EM teachers through video lessons and Asynchronous Videoconferencing (AV). Nevertheless, we understand that this theme needs more research and that we aim as a future work to apply the course to a greater number of professors through asynchronous and synchronous activities based on the EP of this master's degree.