A interface arte e matemática: em busca de uma perspectiva crítica e criativa para o ensino de matemática
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Data
2019-02-27
Autores
Santos, Edvan Ferreira dos
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Universidade Estadual Paulista (Unesp)
Resumo
O desenvolvimento de metodologias críticas e criativas se faz necessário em um contexto de fracasso escolar no ensino de matemática, onde a fobia matemática apresentada por grande parte dos discentes nessa disciplina dificulta grandemente o trabalho do professor. Essa fobia deve-se à forma como a matemática vem sendo ensinada, de forma descontextualizada, pautada em processos de repetição de técnicas, memorização de fórmulas e com grande valorização a processos aritméticos, os quais em situações práticas da vida muitas vezes não tem serventia, e acabam distanciando o aluno do conhecimento. Discursos ligados à problemática de integração de conhecimentos e formação cultural ampla muitas vezes se valem da ideia de desenvolvimento do pensamento crítico e criativo ou criticidade e criatividade, onde a mesma se mostra na forma de objetivos, premissas ou justificativas, como pode acontecer no caso das práticas interdisciplinares, inclusive as da interface Arte e Matemática. Desta forma, esta pesquisa se ocupa do seguinte problema: Como as pesquisas realizadas em nível de pós-graduação no Brasil sobre a interface Arte e Matemática no contexto educacional se fundamentam no que se refere às bases teóricas assumidas em suas propostas didáticas para o ensino de matemática? Objetivou-se desta forma, analisar a produção científica em nível de pós-graduação stricto sensu – evidenciada em dissertações e teses produzidas no campo da Educação Matemática no Brasil – aquelas que têm como tema o ensino de matemática por meio de sua interface com a Arte. Para tanto, utilizou-se como perspectiva de análise questões curriculares de base crítica, em especial da Teoria Crítica e da Educação Matemática Crítica, que possibilitem agregar um caráter emancipador ao ensino de matemática por meio dessas práticas que relacionam Arte e Matemática. Constatou-se que todos os trabalhos que compõem essa revisão realizam a crítica no âmbito do ensino de matemática, no sentido de superação da perspectiva tradicional. Pois, dentre outros fatores, desenvolvem práticas educativas nas quais a dialogicidade é fundamental. Além disso propiciam no mínimo a interdisciplinaridade e a contextualização por meio de atividades em que alunos experienciam processos ativos, nos quais abstração, imaginação e criatividade são desenvolvidos.
The development of critical and creative methodologies is necessary in a context of school failure in the teaching of mathematics, where the mathematical phobia presented by most of the students in this discipline greatly hinders the work of the teacher. This phobia is due to the way mathematics has been taught, in a decontextualized way, based on processes of repetition of techniques, memorizing of formulas and with great valorization to arithmetic processes, which in practical situations of life often have no use, and end up distancing the student from knowledge. Discourses linked to the problem of knowledge integration and broad cultural formation often use the idea of developing critical and creative thinking or criticality and creativity, where it is shown in the form of objectives, premises or justifications, as can happen in the case of interdisciplinary practices, including those of the Art and Mathematics interface. The research carried out at the postgraduate level in Brazil on the interface Art and Mathematics in the educational context is based on the theoretical bases assumed in its didactic proposals for the teaching of mathematics? The aim of this study was to analyze the scientific production at the postgraduate level stricto sensu - evidenced in dissertations and theses produced in the field of Mathematics Education in Brazil - those whose theme is the teaching of mathematics through its interface with Art. For that, critical-based curricular issues, especially Critical Theory and Critical Mathematics Education, were used as an analytical perspective, making it possible to add an emancipatory character to the teaching of mathematics through these practices that relate Art and Mathematics. It was verified that all the works that compose this review criticize in the scope of mathematics teaching, in the sense of overcoming the traditional perspective. For, among other factors, they develop educational practices in which dialogue is fundamental. Moreover, they foster at least interdisciplinarity and contextualization through activities in which students experience active processes in which abstraction, imagination and creativity are developed.
The development of critical and creative methodologies is necessary in a context of school failure in the teaching of mathematics, where the mathematical phobia presented by most of the students in this discipline greatly hinders the work of the teacher. This phobia is due to the way mathematics has been taught, in a decontextualized way, based on processes of repetition of techniques, memorizing of formulas and with great valorization to arithmetic processes, which in practical situations of life often have no use, and end up distancing the student from knowledge. Discourses linked to the problem of knowledge integration and broad cultural formation often use the idea of developing critical and creative thinking or criticality and creativity, where it is shown in the form of objectives, premises or justifications, as can happen in the case of interdisciplinary practices, including those of the Art and Mathematics interface. The research carried out at the postgraduate level in Brazil on the interface Art and Mathematics in the educational context is based on the theoretical bases assumed in its didactic proposals for the teaching of mathematics? The aim of this study was to analyze the scientific production at the postgraduate level stricto sensu - evidenced in dissertations and theses produced in the field of Mathematics Education in Brazil - those whose theme is the teaching of mathematics through its interface with Art. For that, critical-based curricular issues, especially Critical Theory and Critical Mathematics Education, were used as an analytical perspective, making it possible to add an emancipatory character to the teaching of mathematics through these practices that relate Art and Mathematics. It was verified that all the works that compose this review criticize in the scope of mathematics teaching, in the sense of overcoming the traditional perspective. For, among other factors, they develop educational practices in which dialogue is fundamental. Moreover, they foster at least interdisciplinarity and contextualization through activities in which students experience active processes in which abstraction, imagination and creativity are developed.
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Educação matemática, Interdisciplinaridade, Arte-educação, Currículo de matemática, Teoria crítica, Mathematics education, Interdisciplinarity, Art-education, Mathematics curriculum, Critical theory