Para além da proporcionalidade linear: um framework epistemológico para o ensino de relações área-volume na educação matemática contemporânea

Cleonis Viater Figueira; Simone Raquel Casarin Machado

doi:10.23925/1983-3156.2026.v28.e74170

Autores

Cleonis Viater Figueira Universidade Tecnológica Federal do Paraná https://orcid.org/0000-0001-7175-0069
Simone Raquel Casarin Machado Instituto Federal de Santa Catarina https://orcid.org/0009-0000-6468-4104

DOI:

https://doi.org/10.23925/1983-3156.2026.v28.e74170

Palavras-chave:

Educação matemática, Pensamento proporcional, Epistemologia da matemática, Modelagem Matemática, Ensino de geometria

Resumo

Este artigo propõe um framework epistemológico integrador para o ensino das relações entre área e volume na educação básica, abordando as dificuldades conceituais inerentes à transição do pensamento linear para o multidimensional. Fundamentada no pensamento proporcional complexo, na modelagem matemática e em abordagens contemporâneas da Educação Matemática, a proposta articula princípios teóricos com estratégias didáticas inovadoras. Analisa-se criticamente a “ilusão da proporcionalidade linear” que permeia o ensino tradicional de geometria e propõe-se em seu lugar uma abordagem baseada em fenômenos reais e modelagem matemática. O framework apresentado oferece contribuições significativas para a formação docente e para o desenvolvimento de competências matemáticas complexas e situa-se no debate atual sobre a epistemologia do conhecimento matemático escolar.

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Biografia do Autor

Cleonis Viater Figueira, Universidade Tecnológica Federal do Paraná

Doutora em Matemática

Simone Raquel Casarin Machado, Instituto Federal de Santa Catarina

Mestre em Educação Científica e Tecnológica

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