Engenharia didática nos planos de aula de geometria do 9º ano do ensino fundamental: uma análise da revista Nova Escola

Abstract

Teacher training is a fundamental element for the improvement of basic education, particularly in a scenario marked by continuous transformations. This dissertation adopts Didactics, Mathematics Didactics, and Didactic Engineering as its theoretical references, aiming to analyze how elements of Mathematics Didactic Engineering are manifested in the Geometry lesson plans for the 9th year of Elementary School, published by the Nova Escola Eletrônica Magazine between 2019 and 2023. The investigation, of a qualitative nature, adopts the State of Knowledge approach as a methodological procedure, conducting a documentary analysis of eleven lesson plans. The analysis was guided by the four phases of Didactic Engineering proposed by Artigue (1995): Preliminary Analyses, Conception and A Priori Analysis, Experimentation, and A Posteriori Analysis and Validation. As an educational product, a Commented Guide of the analyzed lesson plans was developed, with the purpose of supporting teacher training in the use of Didactic Engineering as a planning methodology. The validation of the product was carried out through a pedagogical workshop with basic education teachers and undergraduate students in Mathematics, Physics, and Pedagogy, which confirmed its formative relevance and applicability in the school context. The results demonstrate that Didactic Engineering presents itself as a consistent methodological framework for the conception of reflective, intentional teaching practices aligned with the contemporary demands of Mathematics education.