O ensino aprendizagem de geometria na perspectiva da educação maker.

Abstract

This research aimed to investigate the teaching and learning of geometry in Basic Education based on the principles of Maker Education, through the creation and implementation of a pedagogical proposal anchored in the Design Thinking approach. The intervention was conducted with 9th-grade students at Colégio Estadual Abel Pereira de Castro, located in Rio Verde, Goiás. This is a qualitative, exploratory study, with data collection occurring through systematic observations and field journal entries during the development and implementation of the educational product. The pedagogical proposal's theme was the construction of a school garden, used as a real-life context for the application of knowledge of plane geometry, especially related to the concepts of area, perimeter, and two-dimensional shapes. The results demonstrated increased student engagement, the development of autonomy, and a deeper understanding of mathematical content. It also demonstrated the strengthening of skills such as critical thinking, creativity, and collaborative work. Data analysis revealed that the use of active methodologies and maker practices fostered the connection between theory and practice, making learning more meaningful and contextualized. It was concluded that the approach contributed to broadening students' perception of the social role of mathematics and reinforced the potential for innovative pedagogical approaches in public schools.