Resumen

ROVETTA, Organdi Mongin; SILVA, Sandra Aparecida Fraga da  y  COCO, Dilza. A logical-historical movement of geometry and formative actions in a Mathematics Club. Obutchénie: R. de Didat. e Psic. Pedag. [online]. 2024, vol.8, e2024-40.  Epub 15-Jun-2025. ISSN 2526-7647.  https://doi.org/10.14393/obv8.e2024-40.

The text aims to share results of the study of the logical-historical movement on geometry and highlight contributions to teacher education processes from a collective perspective. This training is carried out at the Mathematics Club of the Federal Institute of Espírito Santo and the investigation of this process is developed in Ph.D. research, that has as theoretical- methodological foundation the cultural- historical theory, activity theory, and teaching guiding activity. Based on these assumptions, teacher education is understood as a social, dialogic process marked by the needs and demands of pedagogical work, synthesizing debates and actions that involve teaching activity, the teacher's main activity. It stands out that the formative movement in the Mathematics Club is based on the need for participants to appropriate historically accumulated knowledge, when studying a logical- historical movement of concepts, in this specific case, of geometry. The study highlights geometry as a human production, and, to approach its development from a logical-historical perspective, it becomes necessary to discuss the relationship between man and nature, attracting attention to the work processes and production of instruments, because the processes of perception of shape, location, and displacement in space change with the relationship between man and work. Furthermore, it is highlighted that theoretical study in the collective training process makes it possible to understand new ways of organizing teaching, approaching geometry through the perception of shapes, identification of figures, communication of their properties and different representations, and intentionally establishing an organization of actions in the formative process.

Palabras clave : Teacher education; Geometry; Shape; Cultural-historical theory.

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