Avaliação diagnóstica como possibilidade metodológica no ensino da Geometria na Educação Profissional e Tecnológica: um estudo exploratório no Instituto Federal de Pernambuco (IFPE) - Campus Caruaru

Abstract

This dissertation aimed to verify how the implementation of diagnostic assessment can promote meanings for the teaching of geometry with the support of methodological practices in the context of Professional and Technological Education (EPT). The research problem aimed to validate a pedagogical proposal for systematized diagnostic assessment, with the support of pedagogical strategies, based on the use or not of technologies to be implemented in the teaching practice of geometry to promote the identification of prior knowledge and operations associated with this knowledge that are necessary in the learning of geometry. To conduct this work, a systematic literature review protocol was planned and implemented to select studies associated with the theme. With this, it was possible to identify 4 (four) methodological practices used by the authors to promote the teaching of geometry in Integrated High School (EMI) in EPT. In addition to these practices, it was possible to observe 3 (three) indicators regarding the importance of using different methodologies for teaching geometry in EMI in EPT. From this, the planned and applied method consisted of an exploratory study, with a qualitative approach that led this investigation. This study consists of 3 (three) stages, namely: (i) participants' perception; (ii) practical recommendation; and (iii) data analysis. For data collection, semi-structured interviews and semi-structured questionnaires were used. The universe investigated is the Instituto Federal de Pernambuco (IFPE), Campus Caruaru, in the Integrated Technical Course of Secondary Level in Buildings. Data analysis was conducted following a classification according to the objectives defined for each thematic block established in the questionnaires and interviews applied to the research participants, with emphasis on interpretation and results achieved. In the results, it is clear that the diagnostic evaluation is important to identify prior knowledge and create strategies to work on these difficulties. Finally, the elaboration and application of the Educational Product (EP). The EP was structured in the format of a digital book made available in digital media with the aim of contributing to the teaching and learning process of geometry teaching in EPT. The PE evaluation stage was carried out by 20 (twenty) students and 06 (six) teachers who were involved in this process. The results of this evaluation show a satisfactory analysis of the PE in relation to the criteria that were proposed by the methodology. The points for improvement indicated by the evaluators allowed for suggestions that can be considered as a reference for future work. The PE is available in the IFPE repository