Resumo

GUERIOS, Ettiène; GOES, Heliza Colaço  e  SILVA, Adriano Aparecido da. Constitutive movement of the complex, transdisciplinary, and creative teaching practice in geometry. Rev. Diálogo Educ. [online]. 2023, vol.23, n.78, pp.1168-1181.  Epub 04-Out-2023. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.23.078.ds13.

This study investigates the complex transdisciplinary and creative teaching practice intertwined with self-eco-recursion, recursive self-reflection, and self-eco-construction, indicated by Guérios, Góes, and Monteiro (2022), when associated with the “Being creative”, “Being reflective”, and “teacher autonomy” constructs discussed by Góes (2021) as indicators for complex and transdisciplinary teacher training. Of a qualitative nature developed in an interpretative perspective, the study analyzes the didactic episodes developed by Silva (2023) in the 1st-year high school classes at a public school in Curitiba. The episodes refer to the teaching of geometry through the organization of a didactic sequence by the teacher. The result shows that creativity is enhanced in pedagogical practice when the transdisciplinary perspective enables an integrated view of the world and school knowledge. In the constitution of the pedagogical practice on-screen, creativity is manifested from the generative idea to the constitution of the didactic sequence, including the incorporation of unpredictable and unexpected facts, in the expanded conduct of the program, and the resulting evident didactic autonomy. It is concluded that the didactic sequence designed for the students’ formative process, regarding geometry as a study of space, became a self-educative process for the teacher, showing recursion and reflection as constitutive of the teacher’s didactic autonomy.

Palavras-chave : Didactic practice; Teaching in Mathematics; High School Mathematics; Teacher training; Cognition and learning..

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