Recognizing pedagogical practices as significant actions capable of highlighting the
importance of using technological resources, moving from the social context to the classroom,
we present, in the context of this research, the current master's dissertation titled "Digital
Potentials for an Approach to Platonic Polyhedra: Proposal for Teacher Training in the
Technological Context," with a focus on Digital Mathematical Performance. This approach is
a practical and objective dynamic aimed at teaching Geometry, specifically emphasizing
Platonic Polyhedra. Through this immersion, the research's main objective is to investigate the
possible pedagogical contributions perceived in a proposal for continuing education for
Mathematics teachers. We seek to understand the results that can be made possible by this
dynamic so that these individuals can reshape the teaching of Platonic Polyhedra through
digital technological approaches. According to one of the research participants, this action
aims to encourage teachers to disseminate innovative practices, providing an enriching
experience for both them and their students. As a guiding question, we investigate "What
possible potentials can be developed by Mathematics teachers regarding the integration of
digital technologies for educational purposes?" In this scenario, we aim to promote the
pedagogical development of the participants to explore the potentials of teaching Platonic
Polyhedra and other mathematical objects. Based on the observations obtained during the
research, we have organized various experiences related to the contributions of digital
technologies in an educational product called "Platonic Polyhedra Mediated by Digital
Performance: Teacher Training in the Technological Era." This product is compiled in the
format of a digital guide, designed to be used as a didactic resource in the classroom and as
instructional material in the training of Mathematics teachers. As a result, this study
highlights the urgent need to reassess and reformulate initial training courses and accelerated
continuing education programs to meet the demands of the new approach in building
knowledge within the scope of teacher professionalization. This justifies the fact that the
effective use of technologies in pedagogical practice requires training/experience time and
continuous technical support, crucial factors to prevent the discussed proposal from remaining
only in the realm of ideas without taking shape as effective classroom practice.
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