Geometria por meio de contextualizações: uma proposta didática para o conteúdo de cálculo de áreas e do Teorema de Pitágoras

Abstract

The present study aims to propose and analyze a didactic sequence with the content of Geometry, area calculation, for a class of the 9th grade of Elementary School. For this, in addition to exposing the researcher's memorial, in order to situate the reader of the research on the influences that he suffered and that emerged in the choice of theme, we also present the experiences of Supervised Stage III, which was the target of the circumstance that tied the Interest in researching the geometry associated with pedagogical practices that are alternative to the traditional model. We put some theoretical considerations on the Teaching of Geometry, Pythagoras and Area Teaching. We proposed some didactic activities for the teaching of Area Calculation and treatment of the Pythagorean Theorem, and finally, we analyzed our proposal. To achieve the above steps, we reclusive a qualitative research, of the descriptive type. Among the authors who justified our theoretical production are Chappell and Thompsom (1999); Ribeiro (2013); As well as the official education documents of Brazil, such as PCN (Brasil, 1998). The contributions of our work were, in addition to the strengthening of the theorizing about the contextualization as a benevolent one for the mathematical education, the partial retraction of the reality of the teaching, for the scientific community, experiencing the faces of the Stage.