2026-10-132026-10-132025KASAHARA , Rita De Cássia Florêncio Rocha. O ensino de vetores geométricos por meio de resolução de problemas como ponto de partida e atividades experimentais. Orientador: Pedro Franco de Sá. 2025. 465 f. Tese (Doutorado em Educação) – Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2025.https://portaldaposgraduacao.uepa.br/handle/riuepa/355AbertoVetore GeométricoEngenharia DidáticaEnsino - aprendizagemGeometric VectorDidactic EngineeringTeaching and learningTeseCiências Humanas::EducaçãoCiências Humanas::Educação::Planejamento e Avaliação Educacional::Avaliação de Sistemas, Instituições, Planos e Programas EducacionaisCiências Humanas::Educação::Ensino-AprendizagemThis work presents the results of research whose main objective was to analyze the effects of teaching Geometric Vectors through problem-solving as a starting point and Experimental Activities about analysis, deduction, mastery, autonomy, performance, and emotions. Thus, in the end, it answers the following question: In what way does the use of teaching methodologies based on the protagonism of shared teaching between teachers and students, such as Problem-Solving as a starting point and Experimental Activities, favor the teaching and learning process about analysis, deduction, mastery, autonomy, performance, and emotions? To this end, using Didactic Engineering as a research methodology, a Didactic Sequence was applied to a class of the 4th period of the Electrical Engineering course at IFPA, Belém campus. The verification of the experiment results was supported by Leontiev's Activity Theory, Davydov's Study Activity and error analysis, and quantitative-qualitative and statistical techniques. Finally, it was concluded, among other things, that the students: 1) Analysis: they showed an understanding of the procedure to be carried out to plan actions to achieve the objectives, with emphasis on abstraction and generalization; 2) Deduction: they were able to transform the particular relations of an object into general relations and connections with previous knowledge; 3) Mastery: they demonstrated having developed theoretical, sequential and logical thinking; 4) Autonomy: they were able to make conscious choices about solving the activities; 5) Performance: they reduced the number of errors and blank questions and increased assertiveness; and 6) Emotions: they were motivated, calm, proud and happy in understanding and solving the activities and with their performance; above all, they had positive changes about anger and anxiety. Therefore, the thesis found that teaching Geometric Vectors through problem-solving as a starting point and Experimental Activities favors the teaching and learning process about analysis, deduction, mastery, autonomy, performance, and emotions.PPGED - Saberes culturais e educação na Amazônia