Conhecimento de geometria espacial dos docentes dos anos iniciais do ensino fundamental

Abstract

This article analyzes the types of knowledge about Three-Dimensional Geometry mobilized by teachers in the early years of Elementary Education in the teaching of three-dimensional figures. It investigates the geometric, pedagogical, and technological knowledge mobilized by teachers when dealing with this content. This is a qualitative case study grounded in the Technological Pedagogical Content Knowledge model — TPACK. Data were produced through a diagnostic assessment, continuing education activities, and interviews conducted with 22 teachers from the early years of the municipal school system of Angra dos Reis, Rio de Janeiro, Brazil. The data were organized into analytical categories linked to TPACK and examined based on the content analysis proposed by Laurence Bardin. The results reveal different levels of mobilization of content, pedagogical, and technological knowledge, with weaknesses related to conceptual understanding, the representation of three-dimensional figures, and the didactic use of digital technologies.