O fanzine como estratégia pedagógica para o ensino da geometria na educação básica
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2020-03-31
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Universidade Federal de Goiás
Resumo
This research has as its object of study the fanzine as a pedagogical strategy for teaching
geometry in Basic Education. The general objective is the construction of an educational
product called pedagogical fanzine addressing geometry in Basic Education. We defined three
specific objectives, namely: the first was the development of a pedagogical strategy that
would make it possible for Basic Education students to understand Geometry through the
pedagogical fanzine; the second was the construction of two pedagogical fanzines based on
the elaborated pedagogical strategy; and, finally, carrying out an intervention in the
classroom with one of the pedagogical fanzines seeking to understand the effects produced on
the students' learning and evaluate its possibilities. We elaborated a teaching plan during the
development of the research, a pedagogical strategy and created two pedagogical fanzines.
One of them is the Educational Product from present research, named “Zine Poem-code
Hunger”. It dialogues through the poem with geometry in way of the forms in which it is
presented and in the understanding of the logical thinking used in its reading. The other,
entitled “Fan-Geometric-Zine”, seeks to playfully address concepts related to the study of
polygons. We finalized the research with an intervention in the classroom with the 6th grade
students, from the Center for Teaching and Research Applied to Education (CEPAE / UFG),
who produced poetic forms (images) that were exposed, on a clothesline, poetic in the
schoolyard. Thus, we understand that the fanzine is a possible strategy in the pedagogical
practice of the teacher, which contributes to the construction of other dynamics for the
teaching of geometry in the classroom, considering that, in addition to enabling the subject's
creative process, it also promotes classroom communication between participants in the
“teaching and learning” process.
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SOUSA, J. D. O fanzine como estratégia pedagógica para o ensino da geometria na educação básica. 2020. 198 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2020.