Ensino e aprendizagem de Geometria na perspectiva da teoria de objetivação

Abstract

The present study, entitled Teaching and Learning of Geometry from the perspective of the Theory of Objectification, seeks to provide some answers to questions of an epistemological and methodological nature, in this order: How can the Theory of Objectification support the elaboration of a proposal for teaching and learning Euclidean Geometry in the teacher-training course at Uni Púnguè (Mozambique)? The research was carried out in the Graduate Program in Science and Mathematics Teaching at the Federal University of Rio Grande do Norte, in the research line “Culture, Epistemology and Education in Science and Mathematics”. Its purpose is: to point out the essential parameters to design a proposal for teaching and learning Geometry, based on the Theory of Objectification (TO), in the Mathematics teacher training course (Bachelor in Mathematics), at the Púnguè University, in Mozambique. Therefore, the research is of a theoretical nature and the methodology built is based on Luís Radford's Theory of Objectification. Starting from the Euclidean Geometry program already in vogue at Uni Púnguè and from Mozambican documents on the School Geometry curriculum, I made the first approximation of the curriculum of the proposed Geometry course. As the theoretical framework of TO become a pillar and compass for my studies, both in didactic, pedagogical and epistemological aspects, I had to review the course curriculum. Classroom activities follow the TO recommendations, allowing the teaching and learning process to add, at the same time, an organized set of theoretical principles, a methodology and some paradigmatic research questions. Having TO's vision on the teaching and learning of mathematics revealed the need to include Ethnomathematics and History of Mathematics issues in the Geometry course curriculum for future mathematics teachers. Therefore, I conclude that TO can offer teachers who teach and learn Geometry in initial and/or continuing education opportunities to think dialogue and produce useful reflections for the continuation of the teaching activity. Then, I recommend the dissemination of the Theory of Objectification to fellow teachers and students in Mozambique, in order to strengthen practices in the classroom and beyond.