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The present article aims to present some partial results of the master dissertation titled “Geometry in Brazilian Curricular Materials by the Ontossemiotic Approach”, under development in the Professional Master Program of Science and Mathematics Teaching of the Cruzeiro do Sul University in São Paulo. As presuppositions a research perspective that aims to qualitatively analyse curricular materials of the 5th year of an elementary school in the scope of geometry. For the analysis in question, frameworks were developed based on didactic adaptations (epistemic, mediational and ecological) from the assumptions of the Ontosemiotic Approach. In this way, the article will discuss the abovementioned didactic adequacy frameworks in order to offer subsidies so that teachers can be guided when analysing curricular materials.

The Use of the Ontosemiotic Approach to an Analysis of Geometry in Brazilian Curricular Materials