Costa, Lucélida de Fátima Maia daPinto Junior, Pedro Xisto de Souza2020-09-022024-08-302020-08-042020-09-022019-11-27https://ri.uea.edu.br/handle/riuea/515A long time the math teaching is the reason for discussion about its achieved difficulties and results. Particularly, there are criticism about the way how the geometry teaching works. In this context which monograph gives results of a survey, made for TCC specially. In a goal to comprehend how that contextualiation helps in a teaching and learning process of geometry in the primary 5th grade .The characters of that survey were primary students of a municipal school from Parintins and its respective teacher. Through work it has been established a dialogue with theorists who debates the geometry teaching and a significant learning as Nacarato and Passos (2003) Fonseca et al. (2009), Ausubel (2003), Moreira (2011). The indicated survey is of qualitative origin (MINAYO, 1994) and it uses the systematic observation and the participative observation, (MARCONI; LAKATOS, 2010) such as semi-structered interview (SAMPIERI; COLLADO; LUCIO, 2013) for creating the informations which are priorities descriptive and analyzed by triangulation method (BORRALHO; FIALHO; CID, 2015). The achieved results point that the using of known context by students in the pedagogical process makes the teaching much more instigating and attractive in way it helps to take place into a significant geometrical contents learning.Atribuição-NãoComercial-SemDerivados 3.0 BrasilAcesso Abertohttp://creativecommons.org/licenses/by-nc-nd/3.0/br/Ensino de GeometriaContextualizaçãoAprendizagem SignificativaTrabalho de Conclusão de Curso