Semelhança com manipulações homotéticas

Abstract

This research investigated how the concept of similarity is constituted using an investigative methodology based on the geometric transformation of homothety. In this regard, we went to the field seeking to understand, under the scrutiny of Phenomenology, how students who were in the 9th grade of elementary school would experience a sequence of open activities facing manipulative materials. The results obtained were categorized into convergence groups and suggest alternative possibilities for the constitution of knowledge through the adoption of a new epistemological approach to Geometry that opens the way for new school practices. It was also evident that the geometric transformation of homothety proved to be effective in the constitution of a didactic-pedagogical environment favorable to the production of knowledge by providing the opportunity to do geometric work collectively.