Análise didática de situações desencadeadoras de aprendizagem de geometria

Abstract

This Final Papel appeals to the Didactical Analysis investigation method to identify potentialities and restrictions of Geometry learning displacement situations, in the Teaching Guiding Activity environment. To do só, the theoretical and methodological basis were studied and Geometry’s historic-logic movement was assessed. After data gatherings in the websites of Pedagogic Activity Study and Research Group and Higher Education Staff Improvement Coordination’s Thesis and Dissertations Catalog, five Geometry learning displacement situations were analyzed, according to the Teaching Guiding Activity, in their conceptual, cognitive and instructional aspects. One of these situations was chosen, adapted and promoted in a Parana state public school, and the results showed its capacity to initiate students’ activity, providing a general overview of geometrical concepts. It is expected that this research contributes to the elaboration of other learning displacement situations and to the Teaching Guiding Activity and Didactical Analysis comprehension in the Didactics of Mathematics.