Teacher training in the early years from the perspective of the common national curriculum: the use of geoplanes as didactic support in the teaching of plane geometry

Abstract

This article deals with research carried out in the context of continuing education for teachers of the Early Years aligned with the skills and competencies of the BNCC. The work took place in a municipality in the state of Pará, focusing on the study of plane geometry to corroborate the knowledge and teaching practices of teachers who teach mathematics in the early years. The justification for this was based on the difficulty that professionals at this level of education encounter when approaching the geometric elements aimed at teaching and the student's daily life. In this sense, the central question of this research is: What geometric knowledge should be mobilized to enable the construction of geometric thinking with the use of geoplane in a continuing education of teachers in the early years of elementary school? The research was supported by the Anthropological Theory of Didactic (TAD), focusing on ostensive and non-ostensive objects. The analysis showed that the difficulties presented by the teachers were the result of an epistemological fragility in relation to geometric objects, which in turn caused a distance between knowledge and pedagogical know-how. In this context, the workshops showed that the study of geometry mediated by the 'geoplane' enhanced the teachers' knowledge and enabled the appropriation of new knowledge by the professionals involved in the training, making possible the (re)construction of geometric thinking.