Correr, saltar, lançar, dialogar :uma reflexão sobre corpo e aprendizagem nas aulas de educação física

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

A construção do princípio do cooperação na Pedagogia Freinet:uma prática em sala de aula do ensino fundamental

Cette recherche est ancrée dans les racines de la pédagogie de Célestin Freinet, un des plus importants éducateurs du XXème siècle, car ses propositions naissaient de la réalité de l élève lequel était, de ce fait, valorisé. Au début de ses recherches, Freinet s est rendu compte que pour pouvoir édifier une école qui, effectivement, atteigne les classes populaires, il devrait réaliser des changements dans le milieu scolaire. Notre travail le principe de coopération dans les actions développées par le professeur et ses élèves dans le quotidien de la salle de classe. Les décisions pour la réalisation de ce travail ont exigé, de notre part, une profonde et globale réflexion vis à vis des pas qui devraient être entamés, considérant que notre intention n était pas de faire une simple intervention dans le système scolaire avec une programmation pré-établie, sans instruments crées à priori pour le développement d actions dans le contexte scolaire. Comme questions principales nous pouvons souligner: Comment la coopération contribue pour le vécu des élèves? De quelle manière ce principe se réalise dans le quotidien de la salle de classe? Le principe coopératif, pourrait-il agir comme une alternative qui favorise la dynamique de la salle de classe et des relations entre les élèves? Le principe de la coopération exige la création d une ambiance en salle de classe dans laquelle il existe des éléments médiateurs dans la relation professeur-élève. Ainsi, l organisation de la salle a un caractère important; il faut considérer la participation des élèves dans la construction de ses connaissances. Pour cela, il est nécéssaire créer des structures qui doivent être complétées à partir de l activité des propres élèves. Dans la ligne de cette pensée nous avons, donc, comme objectifs spécifiques: 1) Investiguer, dans l action pédagogique du professeur, l utilisation de stratégies pour la consolidation du principe coopératif pour la salle de classe; 2) Faire une réflexion à propos de l organisation du travail coopératif développé par le professeur en observant comment celui-ci est réalisé en salle de classe; 3) Établir un répertoire des vécus de coopération construits en salle de classe par les élèves et le professeur. Ainsi, pour développer une interaction avec les sujets de la recherche [professeurs et élèves] des études ont été développés ancrés sur les principes de la recherche qualitative de type ethnographique pour considérer ce dernier un référentiel méthodologique plus indiqué à l utilisation des téchniques d observation, interviews et analyse de documents, car ces téchniques sont, traditionnellement, associées à l ethnographie. Cette recherche a pour but comprendre la vision de ce qui arrive quotidiennement dans la salle de classe observée et les multiples relations imbriquées dans le processus de motivation de l apprentissage utilisant la coopération

Dificuldades na aprendizagem dos conteúdos de Biologia: evidências a partir das Provas de Múltipla Escolha do Vestibular da UFRN (2001-2008)

Los estudios cerca de las dificultades en el aprendizaje del contenido de la biología han sido foco de la investigación diversa que si ten corido a partir de la década de setenta del siglo pasado, en consecuencia al movimiento de las concepciones alternativas (MCA). El estudio que se presenta, se atan con el Departamento de Educação da UFRN - Base de Pesquisa Formação e Profissionalização Docente, como parte do projeto de pesquisa - A passagem do Ensino Médio a UFRN: estudos sobre o acesso, a permanência e a qualidade do Ensino Médio. Los objetivos de esto investigación, habían consistido en el identificar del contenido explorado en las cuestiones de las Pruebas de la opción múltiple del Vestibular de UFRN para el cual los candidatos habían demostrado dificultad en el aprendizaje; para analizar si el contextualização de la pregunta y la presencia de elementos no-literales que habían influenciado en el aumento de la dificultad de la pregunta e identificar los errores más frecuentemente por los candidatos en estas pruebas. La tesis si configura en dos dimensiones: 1 - El contenido explorado en las Pruebas del Vestibular de la UFRN si distribuya uniformemente a través de los años; sendo priorizados procedimentos que exigem demanda cognitiva diversificadas na solução de problemas; 2- Nessas provas, os resultados dos candidatos, en relación con el Índice de Aproveitamento, indican la existencia de áreas en las quales hay déficit del aprendizaje; qué envolucran las dificultades en aprender el contenido. Los datos de la investigación habían sido recogidos al partir de las pruebas de la biología y de la inicial abstracta selectiva de los informes proveído para el COMPERVE/UFRN, del último los ocho años (2001-2008). En la dirección alcanzar a los objetivos considerados para este estudio, contenta había sido construido a las categorías del análisis - (temas, subtemas y procedimientos); índice de aproveitamento; contextualização de la pregunta; estructura de la pregunta y el error. Los resultados, qué si configurán de los análisis de las ocho pruebas del vestibular de la UFRN y los sesenta y cientos envolvement mil, seiscientos y sesenta y cinco candidatos que le habían contestado; demuestran eso: los temas y los subtemas de la biología para los cuales las dificultades en aprender si está tenido divulgado sea - genética (hibridismo; fenótipo y genotipo; Leyes de Mendel), biotecnología (transgênicos; célula-tronco) y citología (química de la vida; división celular; membranas) y los procedimientos - identificar, analizar la situación y aplicar concepto, para correlacionar y para interpretar el gráfico; los quais não exigem uma alta demanda cognitiva na solução dos problemas. La presencía de situações contextualizadas e de gráficos en las questiones de las pruebas influenciou en el aumento dos niveles dificuldade da of questão para a maioria dos candidatos, reiterando as of dificuldades of observadas na of aprendizagem dos procedimentos. Los errores principales cometidos para los candidatos habían consistido en no reconocimiento del estándar de la herencia del gênica - mendelian y después de-Mendel; no del reconocimiento de los acontecimientos de la división celular y de las técnicas en biotecnología. Éstos habían reflejado las dificultades en aprender del contenido para algún contenido y en otros sugieren que tuviera la expresión de los conceptos alternativos que los estudiantes construyen en los conceptos. Los resultados señalan la necesidad de una revisión de las preguntas inherentes didácticas-metodológicas a la educación del contenido para las cuales las dificultades en aprender si hay tenido presentado

Geometrizando no segundo ciclo :relato de uma intervenção pedagógica voltada à construção de conceitos geométricos no ensino fundamental

This work has proposed to relate the experience product of a pedagogical intervention, performed in a public institution of teaching situated in this capital. It had as objective to validade the applying of a teaching module of geometry, more specifically about the conceptions of perimeter and área in the second cycle of fundamental teaching. This dissertation has presented the problematic which involves the teaching of geometry in different contexts. It has adopted the broach of the radical constructivism while methodological theoretical referencial through which it has tried to explain the phenomena that involves the teaching and the apprenticeship. It appropriates Jean s Piaget contributions related to the development stages, while referencial that will dialogue in the search by sense and comprehension of the geometric apprenticeship process and it runs over Richard s Skemp (1980) theory in order to explicit the student s apprenticeship according to the levels of instrumental comprehesion and relacional comprehension . The research has presented datum related to initial diagnosis evaluantion, the pedagogical intervention and analysis of the activities and students perfomance displaying still the results of the final evaluation. According to the results got, we could check the students group growth front to the acquisition of the concepts of perimeter and área in comparison with the previous knowledges presented in the initial diagnosis evoluation of the students participants of the research. We have concluded evaluating the objectives of the research, connecting the strategies and reasoning employed by the students in order to resolve the questions and then to reach the objectives proposed by the teaching module. We have presented still the main obstacles to the apprenticeship of such concepts

Corporeidade, dialogicidade e virtualidade: desvelando a aprendizagem

Cette étude essaie d offrir des contributions pour la construction de connaissance concernant à la corporeité et dans l espace virtuel. À travers des processus interactifs elle propose la construction la production de nouvelles possibilités/stratégies pour la production de connaissance, en adoptant une pratique éducative spécifique: apprendre dans l éducation à distance (EAD). L apprentissage est le centre de ce travail, les acteurs les élèves sont sujets de l action et de la transformation selon la penseé de Paulo Freire et Corpo-vivido dans sa totalité, selon Marleau Ponty. Ce dialogue vif et révecu fait un parcours méthodologique à partir des interlocutions de Pierre-Lévy (1993,1996). On a réalisé une trajectoire pour se représenter, renvoyer, dialoguer et mettre en perspective, en ayant comme point de départ les attributs communicatifs et imagés des matériels d étude utilisés par l EAD, les changements socioculturels provoqués par des possibles dépassements paradigmatiques manifestés dans la société informations et de la communication, et les présuppositions théoriques qui sont ancréesdans les formulations des stratégies et/ou de propositions méthodologiques et comme élément intervenant dans le processus de construction de la connaissance à distance: le sujet de la corporeité. L espace empirique de la recherche est donné à l intérieur du cours TV na Escola e os desafios de hoje , et presenté dans la période de 2000 à 2004 dans l État du Pará. Le texte a été divisé à quatre chapitres. Le premier moment du texte parle de la métaphore de la Fleur et de l organisation du travail. Le deuxième moment systématise ce qui a été projeté pour donner une vision du travail dans l ensemble. Le troisième moment apporte des mots et des concrétisations qui deviennent réelles dans le Desvelando o corpo e o diálogo: a Flor da aprendizagem percebida , en reflétant sur la corporéification du mot s en allant à la rencontre et à la participation d'un apprentissage de dialogue. Et finalement le quatrième moment où nous parcourons la culture de la potentialité de la modalité de l'enseignement à distance, faisant le portrait en arrière plan de l'étude tout en mettant en évidence l'étude du phénomène dans le cours "TV na escola e os desafios de hoje" les paroles des sujets et leur interlocutions. A Flor numa totalidade englobe dans une totalité les moments qui le précedent et invite tous les autres moments à d autres révélations

Avaliação da aprendizagem no no contexto dos ciclos: sentidos da prática avaliativa docente

The present paper analyses matters about the assessment in the context of the school organization in cycles. The complexity that involves the assessment turns it into a difficult subject, since the evidence that the model supported by the traditional approach contributes to foil the fulfillment of new continuous and wide-ranging assessment practices, that are coherent with a view of learning as a process established in the student-teacher-knowledge interaction. This paper has as guidance the following questions: How did the introduction of the teaching organization in cycles happen in Fortaleza/ CE? How far are the teachers prepared to the introduction of the cycles system, specially in the way of thinking and practicing the assessment? What are the teacher s involvements with this project and with the continuous assessment in the cycles? What meanings do the teachers give to the assessment in this project? Therefore, were determined as objectives: to comprehend the meanings attributed to the learning assessment by the teachers in contact with the cycles in Fortaleza/CE; to identify assessment practices that are closer to a less qualifying perspective, more related to the students learning and to the educational intervention in order to improve this process. The methodological orientation chosen was based on the presuppositions of the comprehensible interview, with reference to the studies of the French sociologist Jean Claude Kaufmann, developed with 15 (fifteen) teachers of 15 (fifteen) schools of the state teaching system of Fortaleza/CE. It was considered, in the methodology, the word as a central fact in the consolidation of the object of study, what allows to conceive the teachers as active participants of this research and of the discussions about assessment. The analysis about the speeches in the interviews made possible to glimpse the meanings attributed to the learning assessment that are not related to the traditional paragon, in spite of the dilemma in which the participants of the research faced at the time of the introduction of the cycles in Fortaleza/CE. These meanings were created between the presence and the absence of the teachers knowledge that, in their way, interact with the changes caused by the obligation of the teaching organization in cycles, seeking a strategy of self-organization as a consequence of the search for new knowledge connected with the teaching

A inclusão do aluno com deficiência mental no ensino médio: um estudo de caso

La défense d une école inclusive dans les forums internationaux du monde entier a stimulé l adoption de politiques éducationnelles d inclusion et la pratique d inclusion dans les écoles, de sorte à ce que la scolarisation des élèves aux besoins éducatifs spéciaux dans les classes comunes est devenue une réalité dans la majorité des systèmes d éducation. Et pourtant, l inclusion scolaire, au Brésil, avance à pas lents et pose d innombrables questions, notamment quand il s agit de l inclusion des personnes qui présentent une déficience mentale dans les niveaux d enseignement plus avancés. Basé sur ce fait, et tout en considérant que les études et recherches sur ce thème, au Brésil, sont centrées majoritairement sur l éducation enfantine et les séries initiales de l enseignement fondamental, cette étude se propose d analyser l inclusion d une élève ayant une déficience mentale, inscrite dans l Enseignement Moyen, dans une école appartenant au réseau d enseignement de l Etat, dans la ville de Natal RN. Pour répondre aux questions proposées dans cette étude nous avons fait appel aux méthodologies qualitatives, du genre Etude de Cas, et au cours de sa réalisation avons utilisé l interview demi-structurée et l observation libre dans l ambiance naturelle de l école. Ont participé de l étude, en plus de l élève qui présentait une déficience mentale, sa mère et deux segments de l école, desquels ont fait partie trois professionnels de l équipe administrative pédagogique et quatre enseignants. L analyse des données a mis en relief la résistence de l école à répondre au projet pédagogique d éducation inclusive, aspect qui a un rapport très étroit avec les spécificités de l Enseignement Moyen, la structure traditionnelle d un enseignement basé sur l idée d une classe homogène, et le bas niveau d attentes des éducateurs concernant les possibilités d apprentissage et de développement de l élève handicapée mentale. De surcroît, le manque de directives pour conduire les adaptations pédagogiques et du curriculum à l école ont rendu fragile l action des enseignants, dont le résultat est une pratique d intégration rudement malmenée. Au travers des points de refléxions suscités par cette étude, nous considérons que l inclusion des élèves qui présentent une déficience mentale doit être centrée sur une pratique pédagogique qui repousse l idée de soumettre tous les élèves à des procédures universelles cristalisées sur des pratiques imposées par les contraintes d homogénéisation, et qui, contrairement, puisse trouver à l école des conditions favorables au développement de chacun, au travers des processus d apprentissages formés par des instances de médiation et d interaction sociales

Nas asas de Ícaro: uma análise da Pedagogia Freinet do 2º ao 5º ano do Ensino Fundamental na perspectiva da ação docente continuada

Célestin Freinet was one of the most memorable educators of the twentieth century. He presented some educational alternatives that had the objective of stimulating the construction of pedagogic actions to promote the social development of the student based upon a work centered on the free expression as the way to self-structure the knowledge. With a permanent proposal of research based on the enquiry-based learning, Freinet set human capacity (cognitive, social-affective, psychometrical) taking cooperation in consideration on the processes of knowledge construction. Based on this referential, this present work has the objective to show Freinet s pedagogy in a continuous teaching action from 2nd to 5th grade focusing the teacher s discourse and also the educative practice of the students of a city public school in Natal. The observed work revealed the teacher s discourse and educative experience and delineated the students development while immersed into Freinet s educational practice. By virtue of the nature and specificity of the theme that guided our research, we chose a qualitative approach to it, as a way of conducting ourselves during our investigative process. We observed and analyzed the method that was used to conduct the activities in the classroom, as well as the ways of expression that the children used through drawings, words (oral text), or through writing. We highlight, among the written texts, the individual and collective texts, and also letters and notes, which during some moments served as a base to express a diversity of languages. The results, after a analyzing the research data, point towards a teaching practice that favors the construction of a significant learning process through the grasping of the school environment, on which all these factors are based: society, knowledge acquisition, abilities, attitudes and values. This learning process also strengthens human solidarity bonds and mutual tolerance, on which the student s social life is seated.

Pedagogia etnomatemática : ações e reflexões em matemática do Ensino Fundamental com um grupo sócio cultural específico

mongst the trends in Mathematics Education, which have as their object a more significant and criticallearning, is the Ethnomathematics. This field of knowledge, still very recent amongst us, besides analyzing an externalist history of the sciences in a search for a relationship between the development of the scientific disciplines and the socio-cultural context, goes beyond this externalism, for it also approaches the intimate relationships betwe_n cognition and culture. In fact, the Ethnomathematics proposes an alternative epistemological approach associated with a wider historiography. It struggles to understand the reality and come to the pedagogical action by means of a cognitive approach with strong cultural basis. But the difficulty of inserting the Ethnomathematics into the educational context is met by resistance from some mathematics educators who seem indifferent to the influence of the culture on the understanding of the mathematics ideas. It was with such concerns in mind that I started this paper that had as object to develop a curricular reorientation pedagogical proposal in mathematics education, at the levei of the 5th grade of the Ensino Fundamental (Elementary School), built from the mathematical knowledge of a vegetable farmers community, 30 km away from the center of Natal/RN, but in accordance with the teaching dimensions of mathematics of the 1 st and 2nd cycles proposed by the Parâmetros Curriculares Nacionais - PCN: Numbers and Operations, Space and Form, Units and Measures, and Information Treatment. To achieve that, I developed pedagogical activities from the mathematical concepts of the vegetable farmers of that community, explained in my dissertation research in the period 2000 through 2002. The pedagogical process was developed from August through Oecember 2007 with 24 students of the 5th Grade of the Ensino Fundamental (Elementary School) of the school of that community. The qualitative analysis of the data was conducted taking into account three categories of students: one made up of students that helped their parents in the work with vegetables. Another one by students whose parents and relatives worked with vegetables, though they did not participate directly of this working process and one third category of students that never worked with vegetables, not to mention their parents, but lived adjacent to that community. From the analyses and results of the data gathered by these three distinct categories of students, I concluded that those students that assisted their parents with the daily work with vegetables solved the problem-situations with understanding, and, sometimes, with enriching contributions to the proposed problems. The other categories of students, in spite of the various field researches to the gardens of that community, before and during the pedagogical activities, did not show the same results as those students/vegetable farmers, but showed interest and motivation in ali activities of the pedagogical process in that period

O processo avaliativo institucional de desempenho do sistema público municipal de Teresina-PI (2001 a 2005): entre a lógica da excelência e a lógica da aprendizagem

This work focalize the institutional and educational evaluation, aiming to investigate the Municipal System Institutional Evaluation Performance of Teresina City Piauí (2001-2005), and to reflect about Institutional System Performance and its contribution to compose a new learning evaluation practice. In this sense, classifies elements about the evaluation practice in two Elementary Education municipal public schools, involving Education Municipal Bureau technicians as managers, pedagogues, teachers and students. Based on the ethnographic studies principles in the educational area, the work employs investigative procedures like document analysis, interviews with groups and individuals and also participator s comments. Intending to comprehend the complexity produced by the institutional and education evaluation processes, the wok reveals the Institutional Evaluation legal and educational political basis and the several positions assumed by the Learning Evaluation, as a classification tool or as a learning enhancement. This work points, as results, to a evaluation culture bipolarity carried out by the Municipal Education System as a explicit control and regulation toll, related to the classification and learning in a interaction process that operates both in the pressure and the reflection, as a culture practice established between excellence of logic and learning. The evaluation history has been construct on the evaluation actions dialectics, joint simultaneously between the Institutional Evaluation Performance and the learning evaluation. The senses, meanings and actions bipolarity is a interaction process product sustained between the institutional evaluation, under the scholar ranking application, and the learning evaluation. In this relativity, the teacher evaluation practice is found, ruled by interesting, thoughts and actions on the school evaluation, allowing a higher security and support to the learning results. Grounded in the researched reality, its possible to say that the teacher s evaluation practice is diversified, with different characteristics, when it is done in the learning search and in the learning intention. In the first case, reflects, rearranges and constructs new actions that lead the student to produce learning. In the second, shows the will, the wish of learning, but is a weak action, producing a not really significant learning and development; as a result, remains the mark approach as a determinant in the student future. The work s hope is to contribute not just to rethink these two evaluations dimensions the institutional and the learning ones but also to organize the school and to improve the pedagogic process

Prototexto, narrativa poética da ciência: uma estratégia de construção do conhecimento e religação de saberes no ensino de física

In this thesis I present the prototexto notion and to I base as a complex system while strategy of knowledge construction and reconexion of you know in physics teaching. Prototexto is a poetic narrative of the science, proposal and used initially as "instrument of creative" learning for students apprentice of science of the medium and technical teaching of the Vitória da Conquista's CEFET-BA, in the period of 1997-2004. Later become pregnant as a strategy of knowledge construction, in the Universidade Estadual da Bahia - UESB, the prototexto notion configures a complement to the mathematical formulation. The proposal of a poetic narrative of the science is that the apprentice of science starts to organize in an aesthetic-literary way your knowledge, dispersed in disciplines, starting from a theme of the physics. The prototexto emerges of my reflections concerning the classic science, identified for Edgar Morin as tends a thought excessively numeric, and that it has been reproduced in physics teaching, in most of the schools, limiting him/it to an order pattern with the mistake absence. They are operations of the prototexto: the poetic language, the pedagogic stamp, the unfinished of the argument, the system character and the apprentice's of science inclusion as subject implicated in the construction of the knowledge. the theoretical foundations are based Morin's proposition of the method as strategy, the beginning of the complementarity of Niels Bohr in conceiving excluding categories as face of a same phenomenon and the conception of creative time of Ilya Prigogine that enunciates the alliance among the nature and the man that it describes her

Professoras e projetos: concepções e práticas no ensino fundamental

The discussion we have established in this study is about how the practice is developing educational projects based on work with because the methodological choice of the teacher. The study of an ethnographic qualitative approach was conducted with a group of six teachers in two public schools in School Administrative Zone north of the city of Natal / RN. Data were constructed from semi-structured, reinforced by the direct observation of the practice of teaching of teachers. The goals outlined were to identify the reasons why the option for the project, listing the benchmarks that subsidized their construction, the observation of everyday experience in educational planning and development of projects developed. In the light of information we can notice a complex and even contradictory, which is confusing the concepts and practices are weakened. The analysis revealed inconsistencies between theory and practice in working with projects, the fruit of little theoretical development of teachers. The adoption of the project as a methodological option has meant a change in direction of the effective action didactic. Reflects on this situation, it was concluded that there is a need to broaden the understanding of the significance of this type of work, covering the different dimensions that involve the practice of research, research and training of teachers. Even preventing the intentions and initiatives of the teachers, it must be emphasized is the process of learning within an approach that focuses the process of learning in multiple dimensions, inter-relational, both the capabilities of students in the areas of knowledge.

Representações sociais de formação continuada: com a palavra as professoras do ensino fundamental da rede pública de Natal RN

Metaphorically, research is presented as a journey by sea, having as object of study the social representations of Continuing Education for teachers of elementary school and as aim, to analyze them in comparison of participants from state and municipal systems, located in Natal-RN, Brazil .They have contributed to the achievement of this objective the voices of 158 teachers, the vast literature on training in professional development and the theoretical formulations proposed by Moscovici and colleagues, with relevance to the Central Nucleus Theory advocated by Abric. The corpus resulting from evocations about continuing education, as well as teachers' justifications were submitted to different computer methods/techniques, through the EVOC ALCESTE Programs, respectively, providing the opportunity to highlight a network of interconnections between the likely core and the production of discourse. Although the educational ideologies that underlie social perception of the state teachers are anchored in New School and technicist concepts and the teachers in the city tend to an ideology of social interaction, the choice of working with the symbolic field identified the political-social commitment of groups with the impacts of training on learning of their students

Globos e mapas ao alcance das mãos : ensino de matemática numa perspectiva de alfabetização funcional na EJA

The following dissertation has as its main advantage the privilege of visualizing the literacy processes through the angle of the functional perspective, which does not see the literary process as a practice solely based on the decoding of alphabetical codes, and then allows for the opening of ample spaces for the allocation of mathematical skills in the realms of the functional literacy. The main object of this study was to investigate which are the contributions that a sequence of activities and of methodologies developed for the teaching of Geometry could provide for a part of the functional literacy process in mathematics of youngsters and adults of EJA, corresponding to the acquisition or to the improvement of skills related to the orientation capacity. The focus of the analyses consisted in the practice of these activities with the young and adult students of an EJA class belonging to a municipal public school of Natal/RN. The legacies of Paulo Freire about the redimensioning of the role of the teacher, of the students, of the knowledge and of their connections within the teaching-learning process, prevailed in the actions of the methodology implemented in the classroom and, especially, in the establishing of dialogic connections with the students, which directed all the observations and analyses regarding the collected information. The results indicated that the composition of articulations between the teaching of mathematics and the exploration of maps and the earth globe enabled the creation of multidisciplinary learning environments and situations, where we could observe, gradually, the development of procedures and attitudes indicating the evolution of space-visual type skills

Reflexões sobre a construção e evolução de conceitos geométricos nas séries intermediárias do ensino fundamental

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