THE MAPPING OF EUCLIDEAN GEOMETRY IN BASIC EDUCATION: A PROPOSAL FOR CURRICULUM RESTRUCTURING
DOI:
https://doi.org/10.56238/levv17n59-039Keywords:
Geometry, Curriculum, Spiral Curriculum, Basic Education, National Curriculum ParametersAbstract
The teaching of Geometry constitutes a fundamental element for students’ cognitive development throughout Basic Education. However, gaps can be ob-served in both the organization and the approach to geometric content within curricula, extending across different stages of schooling. In this context, the present study aims to examine and problematize the ways in which Geometry has been taught in schools, through the mapping and analysis of official curricula proposed by the National Curriculum Parameters (PCNs) and the Brazilian Mathematical Society (SBM), with the purpose of identifying such gaps. Based on this analysis, a proposal for a Geometry curriculum for Elementary Education I, II and Secondary Education is presented, grounded in the spiral curriculum approach. This proposal seeks to promote the systematic revisiting of con-tent, fostering the articulation of concepts and their application to everyday situations. Therefore, this approach contributes to enhancing students’ understanding and to better preparing them throughout their educational trajectory.
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References
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