Cabri-géomètre na formação continuada de professores das séries iniciais do ensino fundamental: possibilidades e limites

Abstract

The present investigation aimed to identify and analyze the reconstruction of geometrical concepts (quadrilateral) dane by teachers of the elementary education which, using the Cabri-Géometre software, developed a reflection process about the learning process itself and aboutlfor the pedagogical practice. The study was structured on the following sequence: a semi-planned interview; the application of the van Hiele test; a planned interview using the Paiol Brush resource; gatherings with the individuais under research using the Cabri-Géometre software; fulfillment of an activity dane by the teachers together with their pupils using the same software; discussions with the teachers about the work they carried out with the researcher in the laboratory of informatics, and about the practice they accomplished with their pupils using the Cabri-Géometre software. As a contribution to the work, besides identifying the classes of analysis in the collected data, this study was based on theoretical presumptions of teachers education and of reflection, in the process of becoming conscious about the learning process itself and in the registration of semiotical representation. The results evinced that the use of the Cabri-Géometre allowed the reconstruction of geometrical concepts (quadrilaterals) in different levels for each of the teachers who took part in the research. Throughout the entire research, the individuais submitled to it presented reflections aboutlfor the pedagogical practice imbricated with the reconstruction of the concepts. This path was configured by means of the interaction between those who took part in the research, the Cabri software, the geometrical object and the researcher. Facilitating and difficulting factors of instrumental, conceptual and pedagogical nature were perceived, which interwove throughout the reconstructing process of concepts through the use of theCabri by the teachers in their actions. It was observed that the process of reconstruction of concepts allied with the reorganization of the pedagogical practice towards the formation of teachers requires a prolonged and continued timing. The data showed that, compared with the beginners, the teachers who had already participated in collaborative studies, presented significant differences not only in connection to the reconstruction of concepts, or to the reflection aboutlfor the pedagogical practice, but algo related to the didactic conduction carried out