Olhares que sentem e pensam: a arte como potência na formação de professores que ensinam matemática
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Data
2019-04-29
Autores
Cândido, Patrícia [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Ao olhar as aproximações entre a arte e a matemática, vimos na arte, uma potência para as ações de formação de professores que ensinam matemática. Diante desta provocação, apresentamos duas questões: sobre os professores que ensinam matemática se perceberem criando, vivendo a experiência: podemos dizer que para eles, a arte é o que promove a possibilidade de criação? O que está contido nas narrativas dos professores que ensinam matemática que passaram por uma experiência de formação envolvendo arte? Há pistas de deslocamento? Diante dessas propvocações, nossa proposta foi a de trazermos a arte para dentro das ações de formação desses professores, que historicamente, tiveram pouca experiência com suas linguagens. Assumimos a PBA (Pesquisa Baseada em Arte), a A/r/tografia como nossa metodologia de pesquisa e, podemos dizer que o que caracteriza, de modo distintivo, esse tipo de pesquisa é que a organização da investigação, dos dados e dos resultados é regida por uma preocupação estética, ou seja, o pesquisador que faz A/r/tografia pensa apresentar os resultados de sua pesquisa se apropriando de outras formas de pensar e de dizer provenientes da arte e suas diversas linguagens, pois dessa forma espera conseguir desvelar sentidos e aguçar olhares para pontos que, se apresentados de outro modo, passariam despercebidos. Não formulamos hipóteses porque não buscamos comprovações. Buscamos com essa tese pensar as relações entre linguagens da arte e ensino de matemática, procurando olhar mais longe e navegar mais profundamente na potência que intuo como educadora ao relacionar arte e matemática.
In looking at the approximations between art and mathematics, we see in art, a power for the actions of teacher training that teach mathematics. Faced with this challenge, we present two questions: On teachers who teach mathematics if they perceive themselves by creating, living the experience: can we say that for them, art is what promotes the possibility of creation? What is contained in the narratives of teachers who teach math who have gone through a training experience involving art? Are there any runways? Faced with these proposals, our proposal was to bring art into the training actions of these teachers, who historically had little experience with their languages. We assume PBA (Art Based Research), A / r /tography as our research methodology, and we can say that what distinctively characterizes this type of research is that the organization of research, data and results is governed by an aesthetic concern, that is, the researcher who does A / r / tography intends to present the results of his research appropriating other ways of thinking and saying coming from art and its different languages, because in this way he hopes to be able to unveil sense and sharpen their gaze to points that, if presented otherwise, would go unnoticed. We do not formulate hypotheses because we do not seek proofs. We seek with this thesis to think the relations between languages of art and teaching of mathematics, seeking to look further and navigate more deeply in the power that I intuit as educator in relating art and mathematics.
In looking at the approximations between art and mathematics, we see in art, a power for the actions of teacher training that teach mathematics. Faced with this challenge, we present two questions: On teachers who teach mathematics if they perceive themselves by creating, living the experience: can we say that for them, art is what promotes the possibility of creation? What is contained in the narratives of teachers who teach math who have gone through a training experience involving art? Are there any runways? Faced with these proposals, our proposal was to bring art into the training actions of these teachers, who historically had little experience with their languages. We assume PBA (Art Based Research), A / r /tography as our research methodology, and we can say that what distinctively characterizes this type of research is that the organization of research, data and results is governed by an aesthetic concern, that is, the researcher who does A / r / tography intends to present the results of his research appropriating other ways of thinking and saying coming from art and its different languages, because in this way he hopes to be able to unveil sense and sharpen their gaze to points that, if presented otherwise, would go unnoticed. We do not formulate hypotheses because we do not seek proofs. We seek with this thesis to think the relations between languages of art and teaching of mathematics, seeking to look further and navigate more deeply in the power that I intuit as educator in relating art and mathematics.
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Palavras-chave
Formação de professores, Pesquisa baseada em arte, Ensino de matemática, Teacher training, Art based research, Mathematic teaching