Symmetry Groups mediated by GeoGebra in the Training of Mathematics Teachers in rural schools
This study aims to investigate a proposal for training mathematics teachers in rural education, focusing on the integration of GeoGebra based on the Theory of Objectification and the Fedathi Sequence. The qualitative research, through case study and document analysis, explores a geometric proposal in the continuing education of teachers, aligning pedagogical practices with the guidelines of the National Common Curricular Base and the Reference Curricular Document of Ceará. The didactic proposal combines the use of GeoGebra with a teaching posture in the classroom activity, aiming to strengthen the pedagogical practice of teachers and make mathematics teaching more dynamic and contextualized. The research highlights the importance of continuing education and the use of digital technologies in rural education, promoting a flexible and dynamic learning environment.
Keywords: Theory of Objectification, Rural Education, GeoGebra, Fedathi Sequence.
