Práticas tridimensionais como foco de interesse: propiciando a aprendizagem de geometria por meio de atividades artísticas

Abstract

This thesis has as its theme the interest aroused by Geometry in students of the 6th year of Elementary School, at EMEF Recanto da Lagoa (located in the city of Viamão, RS), using artistic activities (drawings and sculptures) that start from images the everyday space (photographs of objects, buildings, plants, human figures, animals, among others). Its objective was to investigate how the interest in Geometry contents was awakened in students, by making them discover ways to threedimensionalize shapes in space, from photographic images of their daily lives, photographed by themselves. As a methodological procedure, it used the "case study" in a descriptive approach, documenting the artistic processes of the students, using, as evidence collection instruments: interviews, participant observation, personal files (written records), photographs of the artistic processes and physical artifacts (photos, drawings and 3D works), with Yin (2001) as the main theoretical reference. For the conduction and reliability of the research, a protocol was built, as well as a database, in the appendices of this thesis. By using as a teaching procedure, a didactic sequence of artistic activities (drawing with the point, drawing with the line, identifying the perspective in photographs, elaborating projects in the plane and three-dimensionalizing shapes in space), this work intended to enable three-dimensional constructions, from in order to arouse general interest in the content of Geometry, by giving meaning and applicability to it. So, by putting “the practice in focus”, based on the thinking of the American educator John Dewey, students were encouraged to solve empirical problems, in an interdisciplinary way. Content analysis was used, based on Bardin (2002), resulting in the elaboration of four categories, in which a dialogue was established between the chains of evidence (of interest), research in the area and the originating notions of "interest" prepared by the educators: Herbart (2003), Dewey (1978; 1979; 2022), Claperède (1958), Thorndike & Gates (1936), and Decroly – this one, through the works of Moura (1931) and Lourenço Filho (2002). The categorical analysis evidence that the sequence of artistic activities, in an increasing order of complexity, aroused the students' interest in Geometry contents, by promoting expression (through construction processes), spatial perception (in the space coded in drawings and photographs and in the environment where they live) and aesthetics (in the search and fascination for symmetry, for the beautiful), as well as interdisciplinary relationships (connections between the disciplines of the school curriculum), which came to be further corroborated, through comparative analysis, between your initial (evaluation) and final (reevaluation) interviews.