A metodologia webquest no ensino de geometria espacial a partir de uma abordagem crítica

Abstract

ICTs are present in the subjects' daily lives and at every moment, evolving in their functions, thus being a field to be explored in the school context. The Webquest methodology can be a way to be explored within the ICTs from a problematic mathematics teaching. This work aims to investigate the possible contributions of the exploration of a Webquest from the teaching of spatial geometry. The work was developed in three moments: in the bibliographic analysis, in the construction of a Webquest as an educational product and in the discussions about the activities developed in the Webquest. The proposed research was of an exploratory qualitative nature, as it allows dialogues based on flexibility and improvement of ideas that guide the research. The research problem focused on: what are the didactic potentialities of the Webquest methodology for the teaching of spatial geometry from a critical teaching context ?. The specific objectives of the research are: I) To understand the possible contributions of the exploration of a Webquest; II) Analyze the use of a Webquest to approach the teaching of spatial geometry; III) Evaluate the contributions of a Webquest to a critical teaching of spatial geometry. Thus, we sought to present a proposal for Webquest methodology to be developed by educators, aiming at teaching processes for students and students. In addition to building dialogues that involve the concepts of critical teaching, specifically that of spatial geometry through digital culture, it may allow an understanding of the world from the events that encompass social, cultural, historical and political contexts of the reality of students and students. As a result, the exploration and construction of a Webquest is reported as a didactic educational product to be used by society.