Xilogravuras: possibilidades para o ensino de Geometria por meio da arte e de questões de gênero

Abstract

An indispensable science for humanity, geometry understands and contributes to the development of the world, enabling the understanding of other areas of knowledge and assuming its importance among human beings and everyday life. Contextualizing elements, social concerns and components of northeastern popular culture, notably the woodcut and the cordel, crossed by a gender relations perspective, were connected to the teaching of mathematics. Faced with this theme, the questions arise: How can geometry, taught in a contextualized way in popular culture and gender relations, contribute to students' mathematical and civic education in the school context? Starting from questions like this, we developed a qualitative, descriptive, bibliographical investigation, with field research and participant observation. With this conception, this research aims to develop and evaluate an Educational Product for Basic Education, in the form of a Didactic Sequence (SD), a contextualizing proposal for the teaching of geometry, construction of symmetrical elements, focusing on the reflection of images . SD was organized in the Three Pedagogical Moments and applied to high school students Building Technician in the city of Lajes/RN. The results of applying this sequence were examined using the content analysis methodology. Teaching and learning geometry in a contextualized way proved to be a challenge. When analyzing the results, we found difficulties and possibilities for students, in relation to several aspects, such as: a) concepts related to the field of geometry; b) the use of calculations, quantities 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) women and society. In general, the analysis showed that teaching geometry using art and gender issues promotes the construction of knowledge to understand mathematical principles and the development of reflections and critical thoughts with students involved in the research. In other words, this teaching-learning line contributed to the professional and social training of individuals. Thus, for students to become protagonists and critics in the context in which they live in society, it is necessary for educational institutions to offer possibilities that promote a path of critical training, relating mathematics to culture, everyday life and society.