Transformações geométricas: a trajetória de um conteúdo ainda não incorporado às práticas escolares nem à formação de professores

Abstract

This thesis analyses studies and researches about teaching and learning of geometric transformations. It has as objective to contribute to the reflection about how this issue must be incorporated to the courses of mathematics teachers formation. In order to accomplish that, it elects as the main question the identification of the acquaintance of the studied subject, in many different approaches, as part of the formation of these teachers. One of these lines is the mathematical knowledge itself, a corner stone in the teaching practice. However the study shows the importance of the knowledge in epistemological, didactic and curricular fields and specially the one which is built in the own classroom experience. It supports itself through a case study of a group of public mathematics teachers, graduated in Sciences and complementing their formation in a course ministered by Pontifícia Universidade Católica de São Paulo