Made available in DSpace on 2014-12-17T14:36:10Z (GMT). No. of bitstreams: 1 IvanilkaLA_TESE_1_a_150.pdf: 4520585 bytes, checksum: 18c2643e49e2eac92f9fe5befa225c45 (MD5) Previous issue date: 2010-05-20 / This thesis represents a didactic research linked to the Post-graduation Programme in Education of the Universidade Federal do Rio Grande do Norte which aimed to approach the construction of the geometrical concepts of Volume of the Rectangular Parallelepiped, Area and Perimeter of the Rectangle adding a study of the Area of the Circle. The research was developed along with students from the 6th level of the Elementary School, in a public school in Natal/RN. The pedagogical intervention was made up of three moments: application of a diagnostic evaluation, instrument that enabled the creation of the teaching module by showing the level of the geometry knowledge of the students; introduction of a Teaching Module by Activities aiming to propose a reflexive didactic routing directed to the conceptual construction because we believed that such an approach would favor the consolidation of the learning process by becoming significant to the apprentice, and the accomplishment of a Final Evaluation through which we established a comparison of the results obtained before and after the teaching intervention. The data gathered were analyzed qualitatively by means of a study of understanding categories of mathematical concepts, in addition to using descriptive statistics under the quantitative aspect. Based on the theory of Richard Skemp, about categorization of mathematical knowledge, in the levels of Relational and Instrumental Understanding were achieved in contextual situations and varied proportions, thus enabling a contribution in the learning of the geometrical concepts studied along with the students who took part in the research. We believe that this work may contribute with reflections about the learning processes, a concern which remained during all the stages of the research, and also that the technical competence along with the knowledge about the constructivist theory will condition the implementation of a new dynamics to the teaching and learning processes. We hope that the present research work may add some contribution to the teaching practice in the context of the teaching of Mathematics for the intermediate levels of the Elementary School / Esta tese se constituiu em uma pesquisa did?tica vinculada ao Programa de P?s-gradua??o em Educa??o da Universidade Federal do Rio Grande do Norte que teve por objetivo abordar ? constru??o dos conceitos geom?tricos de volume do bloco retangular sua ?rea de superf?cie acrescentando um estudo sobre ?rea do c?rculo. Este foi desenvolvido junto a alunos do 6? ano do Ensino Fundamental, em uma escola da rede p?blica de ensino em Natal/RN. A interven??o pedag?gica constou de tr?s momentos: aplica??o de uma avalia??o diagn?stica, instrumento que subsidiou a elabora??o do m?dulo e ensino, ao indicar os conhecimentos pr?vios e fragilidades dos alunos; introdu??o do m?dulo de ensino por atividades e realiza??o de uma avalia??o final atrav?s da qual estabelecemos uma compara??o dos resultados obtidos antes e depois da interven??o de ensino. Os dados obtidos foram analisados qualitativamente mediante estudo de categorias de compreens?o de conceitos matem?ticos, al?m de utilizarmos a an?lise estat?stica validando-a sob o aspecto quantitativo. Com base nos resultados os n?veis de compreens?o relacional e instrumental foram atingidos em situa??es contextuais e propor??es variadas. Acreditamos que este possa contribuir ainda com reflex?es acerca dos processos do conhecer, preocupa??o que permeou todas as etapas da pesquisa. Nossa esperan?a ? que esta pesquisa possa acrescentar alguma contribui??o ao fazer docente no contexto do ensino matem?tico, haja vista concebermos que a compet?ncia t?cnica aliada ao conhecimento sobre a teoria construtivista implementaria uma nova din?mica aos processos de ensino e aprendizagem