A geometria fractal em aulas de Matemática dos anos finais do ensino fundamental e do ensino médio: um mapeamento de teses e dissertações brasileiras

Abstract

This research mapped Brazilian theses and dissertations that address the teaching of Fractal Geometry in the final years of Elementary and High School. The studies comprising the corpus of analysis were dated from 2007 to 2020. In the literature review it was presented a brief discussion on Non-Euclidean Geometries, also known as Fractal Geometry, the types of fractals and precursor fractals, the guides from the official curriculum documents towards this topic, and finally, examples of some teaching experiences. The research methodology was qualitative, mainly descriptive and interpretative. It was a bibliographic research, of the Mapping type. Based on a survey conducted in the CAPES Theses and Dissertations Catalog, 16 works for the corpus of analysis were selected, which were cataloged after a float reading of the productions and relevant passages for the investigation. For data analysis, we relied on Content Analysis and the establishment of two analysis categories: a priori, "Teaching Resources" and a posteriori, "Connection between Fractal Geometry and other mathematical contents." As a result, it was possible to conclude that Fractal Geometry has been discussed and used in Mathematics classes as an important tool to facilitate understanding and connection with other mathematical contents.