Tecendo saberes da docência para ensinar geometria com foco na aprendizagem de estudantes em uma turma multisseriada – 4º e 5º anos – de uma escola municipal de Bequimão, Maranhão.

Abstract

This dissertation investigated which teaching knowledge and mathematical understandings are mobilized and developed by a primary school teacher to teach Geometry in a multigrade 4th and 5th grade class at a rural municipal school in Bequimão (MA), within the context of an in-service professional development program. Based on a qualitative approach, the study combined a diagnostic questionnaire, participant observation, reflective records, collaborative planning, implementation of activities, and analysis of students’ productions, following the guidelines of the BNCC and the Documento Curricular do Território Maranhense (DCTMA). The training process enabled the teacher to rethink and reconstruct her conceptions of Geometry teaching, shifting from practices centered on recognition and reproduction of figures to an exploratory and investigative approach, with greater use of concrete materials, measuring instruments, and contextualized tasks. The results showed that students progressed in reading and interpreting figures, spatial visualization, the use of geometric language, and the understanding of properties of plane and solid shapes. The analysis also revealed that the professional development experience strengthened the teacher’s ability to connect theory and practice, promoting greater autonomy in designing instructional interventions suited to the multigrade context. As the educational product of the research, a Didactic-Pedagogical Guide for Teaching Geometry in the Early Years was developed, gathering methodological guidelines, teaching sequences, and activities created during the training process. The study concludes that in-service professional development is a powerful space for building teaching knowledge, contributing to improved pedagogical practices and to the development of students’ geometric thinking.