<?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>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472024000100303</article-id>
<article-id pub-id-type="doi">10.14393/obv8.e2024-34</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Movimento lógico-histórico do conceito de poliedro: o processo de elaboração e desenvolvimento de uma sequência didática nos anos finais do Ensino Fundamental]]></article-title>
<article-title xml:lang="es"><![CDATA[Movimiento lógico-histórico del concepto de poliedro: el proceso de elaboración y desarrollo de una secuencia didáctica en los últimos años de la Educación Primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Logical-historical movement of the polyhedron concept: the process of elaboration and development of a didactic sequence in Middle School]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Wilson Francisco da Rocha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>8</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472024000100303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472024000100303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472024000100303&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo aborda o processo de ensino do conceito de poliedro nos anos finais do Ensino Fundamental. Nos materiais disponíveis para o ensino, o conceito aparece em situações que se encerram dentro da própria Geometria e que podem ser resolvidas de forma mecânica. Nesse contexto, utilizamos como metodologia a Engenharia Didática para elaborar e analisar o processo de criação e desenvolvimento de uma sequência didática que considera a evolução histórica do conceito, por meio de seu movimento lógico-histórico, assim como os processos cognitivos envolvidos na aprendizagem de conceitos geométricos. O objetivo é oferecer um ensino de Matemática que promova ampla compreensão desta ciência. O movimento lógico- histórico do conceito de poliedro auxiliou no entendimento da Matemática como ciência desenvolvida por seres humanos e em constante transformação. A utilização de materiais concretos permitiu a manipulação e visualização de objetos tridimensionais e facilitou a assimilação do conceito. A organização proposta pela metodologia adotada foi eficaz na busca pelos objetivos estipulados, mas ao segmentar as fases de planejamento e experimentação das atividades, esta abordagem deixa pouco espaço para a imprevisibilidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo aborda el proceso de enseñanza del concepto de poliedro en los últimos años de la Educación Primaria. En los materiales disponibles para la enseñanza, el concepto aparece en situaciones que se cierran dentro de la propia Geometría y que pueden resolverse de forma mecánica. En este contexto, utilizamos como metodología la Ingeniería Didáctica para elaborar y analizar el proceso de creación y desarrollo de una secuencia didáctica que considera la evolución histórica del concepto, a través de su movimiento lógico-histórico, así como los procesos cognitivos involucrados en el aprendizaje de conceptos geométricos. El objetivo es ofrecer una enseñanza de Matemáticas que promueva una amplia comprensión de esta ciencia. El movimiento lógico-histórico del concepto de poliedro ayudó en la comprensión de las Matemáticas como ciencia desarrollada por seres humanos y en constante transformación. La utilización de materiales concretos permitió la manipulación y visualización de objetos tridimensionales y facilitó la asimilación del concepto. La organización propuesta por la metodología adoptada fue eficaz en la búsqueda de los objetivos establecidos, pero al segmentar las fases de planificación y experimentación de las actividades, este enfoque deja poco espacio para la imprevisibilidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article approaches the process of teaching the concept of polyhedron the final years of elementary school. In the materials available for teaching, the concept appears in situations that are enclosed within Geometry itself and can be solved mechanically. In this context, we used Didactic Engineering as a methodology to design and analyze the process of creating and developing a didactic sequence that considers the historical evolution of the concept, through its logical-historical movement, as well as the cognitive processes involved in learning geometric concepts. The aim is to offer mathematics teaching that promotes a broad understanding of this science. The logical- historical movement of the polyhedron concept helped us understand mathematics as a science developed by human beings and in constant transformation. The use of concrete materials allowed the manipulation and visualization of three-dimensional objects and facilitated the assimilation of the concept. The organization proposed by the methodology adopted was effective in achieving the stipulated objectives, but by segmenting the planning and experimentation phases of the activities, this approach leaves little room for unpredictability.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Engenharia Didática]]></kwd>
<kwd lng="pt"><![CDATA[Geometria]]></kwd>
<kwd lng="pt"><![CDATA[Relação de Euler]]></kwd>
<kwd lng="es"><![CDATA[Ingeniería Didáctica]]></kwd>
<kwd lng="es"><![CDATA[Geometría]]></kwd>
<kwd lng="es"><![CDATA[Relación de Euler]]></kwd>
<kwd lng="en"><![CDATA[Didactic Engineering]]></kwd>
<kwd lng="en"><![CDATA[Geometry]]></kwd>
<kwd lng="en"><![CDATA[Euler&#8217;s Gem]]></kwd>
</kwd-group>
</article-meta>
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