Desenvolvimento de materiais potencialmente significativos a partir de matéria-prima da Amazônia para a construção de conceitos matemáticos de sólidos geométricos

Abstract

Spatial Geometry is one of the essential branches of Mathematics that enables the scientific formation of the student and an important part of the process of understanding the Amazonian reality. However, the teaching experiences of this theme have been presented in an unmotivated and uninteresting way, making the teaching mechanical and with low student achievement. This work presents a critical-reflexive description accompanied by a praxiological analysis in the context of producing material with significant potential for the study of Geometry using the buriti bush, a typical palm tree from the Amazonian context. In this investigation we propose a discussion about possible theoretical-methodological alternatives for the Teaching of Spatial Geometry that can promote the meaningful learning of the contents by the students. The objective of this work was to epistemologically analyze the didactic propositions regarding the construction of objects with potential meaning, from the buriti bush, for learning concepts of Spatial Geometry. To achieve this objective, we focused on the artisanal making of geometric solids with the buriti bush (Mauritia flexuosa), a typical Amazonian palm, reflecting on the knowledge mobilized and the theoretical, epistemological and didactic possibilities in relation to the idea of potentially significant material. in Spatial Geometry. The research proposes to answer the guiding question: what mathematical knowledge can be mobilized during the process of building didactic materials with potential meaning for the learning of Spatial Geometry? As a methodology, we use qualitative research whose design is narrative, that is, we do a praxeological self-analysis during the artisanal process of making geometric solids with buriti raw material, so I am the subject of the research and my reflections, before, during and after of practice constituted the analysis data of this research. The research methodology was organized in four stages: 1) Bibliographic study on the Theory of Meaningful Learning (MLT) and Bourdieu's praxiology to support the discussions; 2) Collection of natural material from buriti; 3) Construction of geometric objects; 4) Organization of data and praxiological analysis of mathematical knowledge on Spatial Geometry that emerged during the construction process, in connection with the MLT. As methodological instruments, a record book, filming while building the threedimensional shapes, and photographs taken during and after the construction process of the geometric materials were used. Data analysis is an accurate reflective and concise process about the intellectual reasons that guide my practice. The epistemological basis on which this research was based was David Ausubel's Theory of Meaningful Learning; about the theories used, we seek help in texts that address the learning of Spatial Geometry, going through the history of Mathematics, teaching Geometry and some reflections on the skills required in the National Common Curricular Base in relation to Spatial Geometry; always looking for connections with MLT. The results show the importance of teacher reflection on teaching materials and on the knowledge construction process from the student's perspective. The research showed that, during the task of building materials, several mathematical concepts in the field of Geometry are mobilized; that many of these concepts were apprehended in a significant way, others mechanically, and others still need more theoretical subsidies to understand them. The investigation showed that the constructive process enabled the mobilization of concepts, procedures, attitudes and epistemological reflections, which modified my cognitive structure and perception of the concepts of Spatial Geometry, evidencing significant learning. Even showing my limits and possibilities, enabling good and bad emotions, praxiological selfanalysis proved to be an important scientific means for unveiling the habitus, providing a cognitive and pedagogical gain for the teacher. The study makes clear the ideas of progressive differentiation and integrative reconciliation and the types of meaningful learning. It brought clarity and scientific contribution on potentially significant material, obtaining subsumer and previous organizer, in addition to evidencing significant learning not only in the student sphere, but also in the teaching universe. We conclude by emphasizing the importance of students' active participation in the educational process of Spatial Geometry. The construction as an initial stage of pedagogical teaching will enable students to make decisions, placing them at the center of educational activity, this will surely be significant for their cognitive development and meaningful learning.