O Ensino das Transformações Geométricas nas Reformas Curriculares de Matemática da Espanha e da Argentina: uma Análise Comparativa

Resumo

Resumo
O ensino das transformações geométricas tem sido enfatizado por educadores matemáticos que concebem esse conteúdo disciplinar como recurso essencial que contribui de forma significativa para o ensino da Geometria, pois possibilita aos alunos desenvolver competências relacionadas à visualização, à percepção espacial e à proposição de conjecturas. Esse estudo tem como objetivo a análise das indicações dos programas curriculares da Espanha e da Argentina para o estudo das transformações com foco nos princípios da Educação Comparada. As pesquisas do campo educacional que têm como foco investigativo o ensino das disciplinas através das reformas escolares se alicerçam em teorias da educação comparada, dos estudos curriculares, da cultura escolar e da comparação de currículos. A metodologia que contempla nosso trabalho se alicerça em pressupostos da pesquisa bibliográfica documental. A análise do ensino das transformações através dos currículos escolares da Argentina e da Espanha para o Ensino Médio indica maior enfoque do estudo das isometrias em situações problema. Espera-se que este estudo possa motivar reflexões dos professores e pesquisadores brasileiros sobre os processos de ensino e de aprendizagem das transformações geométricas como uma possibilidade real para ressignificar o ensino de Geometria na Educação Básica.

Palavras-chave: Currículo Prescrito. Reforma Curricular. Geometria. Transformações Geométricas. Ensino Médio.

Abstract
In the current context educational reforms have been the focus of educator discussions regarding of learning processes improvement. In its elaboration and in its implementation school curriculum reflect social and cultural assumptions by which the new purposes are attributed in the school context. In this perspective, the teaching of mathematics, in the historical context, has been inciting reflections of educational community regard mathematics meanings for school public and also about and of applications of mathematical concepts in real world contexts, had not always contemplated appropriately in curricular programmes. In didactic discussions the teaching of geometric transformations has been emphasized by mathematical educators who designed this disciplinary content as an essential teaching resource which contributes significantly for the development of geometry teaching, as it allowed students developing learning skills related to visualization and spatial perception. Educational field researchs which is focused on teaching of subjects through school reforms are based on theories of comparatist education, of curriculum studies, of school culture and of curriculum comparison. Through this research work we carry out the description of assumptions of the mathematics curriculum reforms in Argentina and in Spain for teaching of geometric transformations with the aim of accomplishing a comparative analysis on the indications of these programmes for the study of transformations. The methodology and analytical procedures for our study consist of consultation of prescriptions of current mathematics curriculum reforms in Argentina and Spain for the teaching of transformations. Didactic Guidelines of the curricular programs in Spain and in Argentina for the teaching of transformations indicate that the study of isometries should be developed by secondary teachers with a view to enabling students to establish relations between the geometric properties of the figures transformed by isometries and on the context for their use. It is our hope that this study will make reflections of the researchers related to development of new didactic learning tools to redefinition of Geometry teaching.

Keywords: Prescribed Curriculum, Curriculum Reform. Geometry. Geometric Transformations. Secondary School.