Banca de QUALIFICAÇÃO: LARISSA SALVIANO DE MORAIS

WOODCUTS: POSSIBILITIES FOR TEACHING GEOMETRY THROUGH ART AND ISSUES OF GENDER

Mathematics education; geometry teaching; woodcuts; literature of twine; gender relations.

Indispensable science for humanity, geometry understands and contributes to the development of the world, enables the understanding of other areas of knowledge, assuming its importance among human beings and everyday life. With this conception, this research had the objective of elaborating and evaluating an educational product for Basic Education, in the form of a Didactic Sequence (SD) contextualizing proposal for the teaching of geometry, construction of symmetrical elements, focusing on the reflection of images. The contextualizing elements were connected to social concerns and elements of northeastern popular culture, notably woodcuts and string, crossed by a perspective of gender relations. How can geometry, taught in a contextualized way in popular culture and gender relations, contribute to the teaching-learning of mathematics? In which respects? Based on these questions, we developed an investigation of a qualitative nature, descriptive, bibliographical, with field research and participant observation. The SD was organized in the Three Pedagogical Moments and applied with students of Technical High School in Buildings in the city of Lajes/RN. The results of applying this sequence were preliminarily examined using the content analysis methodology. The teaching-learning of geometry in a contextualized way proved to be a challenge. When analyzing the results, we noticed difficulties and possibilities for the students, in relation to several aspects, such as: a) concepts of geometry; b) the use of calculations, magnitudes and dimensions; c) an awakening of scientific and cultural curiosity; d) creativity and motivation; e) the interrelationships between woodcuts and geometry; f) family, domestic activity and religion; g) woman and society. In general, the preliminary analysis pointed out that teaching geometry through art and gender issues promotes learning by developing reflections and critical thinking. In other words, this line of teaching-learning contributed to the professional and social formation of individuals. In order for students to become protagonists and critics in the context in which they live in society, it is necessary that educational institutions offer possibilities that promote a path of critical formation, relating mathematics to culture, daily life and society.