Uso do GeoGebra para mediar a aprendizagem de geometria no ensino fundamental

Abstract

Before the technological scenario present today and the numerous possibilities of pedagogical practices based on the use of technological instruments, this research investigates how the GeoGebra software can play the role of mediator and be an enhancer for the learning of geometry. The theoretical framework is based on the socio-interactionist perspective of the Vigotskian approach relating the concepts of mediation, internalization, the Zone of Proximal Development and socio-interaction in order to support structural elements for the understanding of learning. Also support was sought in the framework of Theory of Van Hiele to understand how the levels of geometric thought can be reached. It is a research of qualitative lineation, in which we carried out a case study with 6th grade elementary school students through a workshop offered at a school in Serra Gaúcha, using the GeoGebra software. The analysis of the corpus was inspired by the discursive textual analysis of Moraes and Galiazzi and from it four categories emerged: mediation, software mediation, socionteration and internalization, based on Van Hiele's Theory.The articulation of the categories showed that the GeoGebra software can mediate the learning of geometric concepts increasing the development of geometric thinking. The results indicate the importance of the teacher's mediating role creating interventions and strategies so that students can make sense of the actions they perform through the software. In this sense Vigotskian concepts were of fundamental importance [resumo fornecido pelo autor]