Resumo:
This dissertation presents a possibility for teaching and learning geometry through the Project-Based Learning (PBL) approach. The study is characterized by applied research, permeated by content analysis, with the adoption of qualitative methods. These methods were employed to investigate the implementation of an activity conducted with 9th-grade students in elementary school, in a public school, during which they developed a project for the creation of a playground in the school's recreational area, aiming to benefit the entire local community. In undertaking this mission, students applied their mathematical knowledge, particularly in geometry, both previously explored and acquired during the project development. In addition to meticulously observing the entire process of study, discussion, and production, evaluative questionnaires were administered to allow students to express their perceptions and experiences throughout the project. These questionnaires were essential for data analysis, revealing that PBL is an approach that can enrich the teaching and learning of geometry, promoting student engagement, collaborative work, and the acquisition of knowledge to deal with everyday issues beyond the school environment.
