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This article presents a didactic situation focused on geometric reasoning using 3D GeoGebra, using the concepts Theory of Didactical Situations (TDS). The objective of this work is to bring a didactic proposal for the teaching of Spatial Geometry, working with the students' geometric perception, oriented and elaborated based on the dialectic of TDS - action, formulation, validation, and institutionalization. For its construction, a question from the National High School Examination (ENEM) was used about polyhedra, worked in an intuitive way. Finally, it is pointed out that TDS associated with technology has great potential to leverage the student's geometric reasoning, satisfying what is sought to develop in school curricula. [ABSTRACT FROM AUTHOR]

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