Práticas didáticas para o desenvolvimento da visualização espacial: revisão e contextualização de experiências a partir dos eventos Graphica de 1996, 2011, 2013 e 2015.

Abstract

Practical didactic experience by the author with graphic representation teaching for professional training is the initial motivation of this study. The perception of student’s difficulties with the ability of spatial visualization directed the author to ask herself ‘what to do’ and ‘how’ support teaching practices in this context. The present study involved bibliographic research for a didactic practices review. Structured from two parts, the first moment comprehended an exploratory research directed to 1996, 2011, 2013 and 2015 Graphica’s events proceedings. The applied method of study was Content Analysis by Laurence Bardin. As result of the first moment of the study, a group of categories called as ‘didactic strategies’ was identified. In the second part of the study, this group of categories was the instrument used to analyze the author previews experiences. This part aims to enlarge the meaning of the study to the author’s own didactic practices. This study is understood as a contribution to future didactic practices dedicated to the development of spatial visualization from geometric reasoning. The group of categories is comprehended as a repertoire that graphics representation teachers should have. It also indicates that the teachers are diversifying their practices in attempt to support spatial visualization development. Further, appoints that teachers continue to invest in new experiments which reveals that there is no didactic model consolidated to promote sought development.