<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932023000100112</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v28e2023a7261</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Visualização e representação do conceito de polígono em livros didáticos do Ensino Fundamental]]></article-title>
<article-title xml:lang="en"><![CDATA[Visualization and representation of the polygon concept in Elementary School textbooks]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leivas]]></surname>
<given-names><![CDATA[José Carlos Pinto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Franciscana Curso de Matemática Programa de Pós-Graduação em Ensino de Ciências e Matemática]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932023000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932023000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932023000100112&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho apresenta uma análise de livros didáticos de duas coleções aprovadas pelo Plano Nacional do Livro Didático a partir de exemplares do manual do professor. A primeira coleção é relativa aos dois anos iniciais do Ensino Fundamental e a segunda, dos quatro últimos. Analisou-se como o conceito de polígono é proposto para trabalhar esses adiantamentos à luz dos registros apresentados no livro didático, solicitados aos estudantes em atividades propostas, além das sugestões dadas ao professor, complementando com respostas ou sugestões. Os elementos fornecidos em língua natural e/ou figural delineiam uma possível conversão de um a outro de modo a explorar a visualização e a representação para a obtenção do conceito a ser formulado pelos estudantes ao final do nível de escolaridade em que se encontram por meio de uma compreensão relacional. Com isso, acredita-se que a formação do pensamento geométrico deveria ser consolidada. As análises identificaram que, nos livros didáticos destinados aos dois primeiros anos, o conceito é bem colocado, por meio de histórias criativas e imaginativas ou relações com objetos do cotidiano do aluno, o que torna possível estabelecer a conversão e, assim, atingir o objetivo de formar um construto mental sobre polígonos. Já na segunda coleção isso não ocorre, uma vez que a denominação em língua natural de polígono é, constantemente, associada ao registro figural de região poligonal e não de polígono. Conclui-se haver uma ruptura no desenvolvimento conceitual que pode ocasionar danos no aprendizado do conceito.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper presents an analysis of textbooks of two collections approved by the Nacional Textbook Plan from teacher&#8217;s manual copies. The first relates to the first two initial years of Elementary School and the second to the last four. We analyzed how the concept of a polygon is proposed to work in these advances in light of the records presented in the textbook, requested from students in proposed activities and suggestions to the teacher, complementing with answers or suggestions. The elements provided in natural or figurative language outline a possible conversion from one to another to explore visualization and representation to obtain the concept to be formulated by students at the end of this schooling level through a relational understanding. As a result, we believe that the formation of geometric thinking should be consolidated. The analyses identified that this concept is well placed in the textbooks intended for the first two years, through creative and imaginative stories or relationships with everyday objects around the student, which allows establishing the conversion between them and, thus, achieving the goal of forming mental construct about polygons. However, this does not occur in the second collection since the denomination in the natural language of polygon is constantly associated with the figural record of polygonal region and not of polygon. We conclude, therefore, that a harmful rupture occurs in the conceptual development to learn about the concept.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Anos iniciais]]></kwd>
<kwd lng="pt"><![CDATA[Geometria]]></kwd>
<kwd lng="pt"><![CDATA[Habilidade visual]]></kwd>
<kwd lng="pt"><![CDATA[Registros semióticos]]></kwd>
<kwd lng="en"><![CDATA[Early years]]></kwd>
<kwd lng="en"><![CDATA[Geometry]]></kwd>
<kwd lng="en"><![CDATA[Visual ability]]></kwd>
<kwd lng="en"><![CDATA[Semiotic records]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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