Matemática e arte, um diálogo possível: trabalhando atividades interdisciplinares no 9º ano do ensino fundamental

Abstract

This study investigates how art, especially painting, produced from the Renaissance period to the present day, as a subject of a research project, can contribute to the learning of mathematical concepts in the 9th grade of elementary school. We start from the understanding that mathematics is a knowledge built from the social needs of certain groups culturally constituted, influencing and being influenced by various fields of human knowledge (among them the Art, specifically painting) and the Learning Mathematics Elementary school can be benefited by an interdisciplinary approach. Furthermore, we believe that an interdisciplinary approach can provide a more active participation of students providing the development aspects of sensitivity, creativity and imagination. In this sense, the research of qualitative nature, is based on the notions of interdisciplinarity theoretically, contextualization and proposed critical for learning math. Participated studied 30 students from 9th grade of elementary school to a public school in Sao Goncalo (RJ). Over ten meetings a week, duration of 1h40min, develop activities that sought to introduce and deepen contents that were being presented for the first time, as well as deepen, remind others that had already been worked through paintings, some of Renaissance period, cubist and mostly the period Neo-concretist. Data were collected through photos, audio recordings, record of the activities undertaken by pupils and two evaluations in the form of activities. The results show that the proposed work Mathematics and Art interdisciplinary way through Art Works, in our case, Paintings, succeeded in arousing students' interest and involvement of most of them for carrying out mathematical activities, as well as interest and curiosity to find out more about the issues that were being addressed. So we realize that there is strong evidence of a change in interest in what is proposed to students when we take a stance in relation to their daily classroom activities to introduce the different mathematics the way they are used to seeing; disconnected from reality and closed in on itself. The survey generated a material, ie, an Educational Product, which can be used by the teacher you want to show students that there is beauty in mathematics and that this beauty can be present in the Art of natural and contextualized manner, thereby providing enriching learning moments.