Cultura maker e suas contribuições no processo de ensino-aprendizagem de geometria nos anos iniciais da educação básica

Abstract

In this research was dedicated to the development of an Educational Product that contributesto the teachers practices who teach Mathematics in the Initial Years of ElementarySchool,aiming at an interdisciplinary teaching of Geometry. For this, a literature reviewabout theteaching of Geometry in the Early Years was carried out, analysis of official documentsthatguide Basic Education, identification of objects of knowledge and skills requiredfor thisschool level in relation to the areas involved in the research and statistical surveyofproficiency in Mathematics in the Initial Years at the Federal, State and Municipal levels,with based on data from the Basic Education Assessment System (SAEB) for the years2017(Report) and 2019 (Spreadsheets). Based on the diagnosis made, the Educational Productwas designed and elaborated under the perspective of bringing playfulness to its context,since the researches indicates its potential to motivate children in the learning process. Inaddition, it was found, in scientific articles, that the development of playful activities favorsinterdisciplinary teaching and, therefore, constitutes in element with the potential tocollaborate with the proposal of interdisciplinarity between Geometry and Visual andLiteraryArts. In this context, the Educational Product is composed by a Paradidactic Book, associatedwith handy didtic material (pedagogical toy) and a Didactic Sequence, which the constructionprocess is detailed in this work. It is understood that just providing didatic materialsisnotenough to ensure proper use, it being important to articulate efficient strategies for theirapplication. Thus, considering the research context and the importance attributedtolearningbased on experimentation and manipulation of objects, aiming at a more understandableandpleasant learning, enabling the formation of autonomous, creative and critical students, it wasproposed, as a methodological bias, the Culture Maker that advocates a "hands-on" learning,that is, learning from practice. Appropriately, Maker Culture shares the principles of LevSeminiovich Vygotysky, that assumes the individual's cognitive development throughsocialinteraction and highlights the importance of toys/play in children's learning. In addition, asaway of applying and validating the Educational Product and its contribution to teacherswhoteach Mathematics in the early years of Elementary School, a Continuing Educationwascarried out in the form of an Extension Project, with a workload of 40 hours, whichtheproduced data are presented and discussed in the course of this work.