O Ensino de geometria na educacâo Básica: abordagens históricas, conceituais e tecnológicas

Abstract

Geometry plays a central role in the history of mathematics and in intellectual formation, contributing to the development of spatial reasoning, abstraction, and logical argumentation. However, its teaching in Brazil faces challenges, especially due to the predominance of traditional methodologies, which often hinder understanding and discourage students. This study aims to investigate and propose didactic strategies for the teaching of geometry in Basic Education, articulating three complementary dimensions: historical, conceptual, and pedagogical. Initially, a historical review of the evolution of geometry is carried out, from ancient civilizations to Greek systematization and its influences on modern science. Next, fundamental concepts of plane geometry are discussed, such as point, line, angle, polygons, and triangles, approached from a didactic perspective that values conceptual understanding and problem solving. Finally, active methodologies supported by digital technologies are presented, with emphasis on the GeoGebra software and its interaction with problems designed by the author, which contributes to classroom teaching as a way to make learning more investigative, interactive, and meaningful. Thus, the dissertation shows that the combination of historical, conceptual, and pedagogical foundations, mediated by digital resources, can help overcome recurring difficulties in the teaching of geometry, promoting greater engagement, autonomy, and the development of critical thinking among students.