A inclusão das geometrias não-euclidianas no currículo da educação básica

Abstract

This study aimed at analyzing some public school teachers' reactions and opinions concerned to the inclusion of Non-Euclidian Geometry in the Basic Education Curriculum in Paraná State, proposed by the government and stated at the State Basic Education Guidelines (Diretrizes Curriculares para a Educação Básica) at the end of 2009. The research data came from a group of fifty teachers from public schools that were taking a twenty-four-hour course on Non-euclidian Geometry, offered by Núcleo Regional da Educação in Maringá city in a partnership with Maringá State University (UEM). The research tools used were: the researcher's diary, the meeting recordings, and questionnaires answered by the teachers. The teachers were encouraged to say how well and prepared they felt themselves to approach the topic with their students after have concluded a course on the subject. The analysis of the teachers' speech was done accordingly to the Contend Analysis (Moraes, 1999). The research pointed out some of the main problems, doubts and lack of confidence the teachers have had and even felt when dealing with both Non-Euclidian Geometry and Euclidian Geometry.