Aprendizagem baseada em projetos aliada ao software Geogebra no ensino de Geometria: formação de professores do curso Técnico em Agropecuária

Abstract

The proposed study was developed within the scope of the Professional Master's Program in Professional and Technological Education in the National Network (ProfEPT) and addressed the importance of active methodologies combined with the use of GeoGebra software in Geometry teaching. The main objective of the research is to provide teacher training through Project-Based Learning, combined with the use of GeoGebra software, to improve the teaching-learning process of Geometry in Technical Courses in Agriculture. The research locus was the Federal Institute of Education, Science, and Technology of Amazonas – Itacoatiara Campus. The study population consisted of teachers from the Technical Course in Agriculture and Mathematics who work with Geometry in their subjects, totaling a general group of five teachers. This is an exploratory, applied research with both qualitative and quantitative approaches, also known as mixed-methods research. The quantitative data allowed for the measurement of the issues collected, helping to understand the scope of the problems. On the other hand, the qualitative data allowed for working with the factors inherent to human relationships, enabling a broader view of the analyzed results. For data collection, techniques involving questionnaires and interviews were used, conducted both in person and online through Google Forms. For the treatment of the collected information, content analysis was used, which is highly relevant in qualitative research as it goes beyond meanings and simple data reading. It allows for the manipulation of messages to highlight indicators that infer another reality beyond the message itself. A Didactic Guide was developed with the aim of providing teachers with essential knowledge for constructing and applying a Didactic Sequence, integrating Active Methodologies into Geometry teaching. In this work, the importance of the Project-Based Learning methodology and interdisciplinarity was observed, enabling a more meaningful teaching-learning process and bringing satisfactory results both for the teacher, in their role as a guide, and for the student, in the development of various skills and actions that contributed to the construction of their knowledge. Furthermore, it is important to highlight the use of GeoGebra software as an excellent pedagogical resource, capable of providing an engaging, concrete, and investigative learning experience, serving as an effective tool for visualizing the more abstract concepts in Mathematics.