O ensino de geometria entre Escher e a sala de aula: uma proposta estético-pedagógica para a formação docente

Abstract

This dissertation investigates the potential of aesthetic-pedagogical activities, based on the articulation between art and mathematics, as a strategy for teaching geometry. In this context, the problem guiding this research is the scarcity of proposals that articulate art and mathematics in the initial training of teachers, limiting the construction of creative, reflective, and interdisciplinary pedagogical practices. With a focus on the work of Dutch artist Maurits Cornelis Escher, the study seeks to analyze the exploration of connections between geometry and art in a course aimed at the initial training of mathematics teachers, using aesthetic-pedagogical activities based on Escher's work, as a way to stimulate creative, reflective, and interdisciplinary teaching practices. The research, with a qualitative approach, was developed through a course applied to mathematics students at the State University of Paraíba, involving theoretical-practical activities that explored connections between visualization, aesthetics, and geometric concepts. Content analysis guided the treatment of data, consisting of reflective records, questionnaires, participant observations, and graphical productions by the participants. The results indicate that the dialogue between art and mathematics, mediated by Escher's work, contributes to re-signifying the teaching of geometry, expanding its formative possibilities. Thus, we perceive that mathematics teaching can benefit from interdisciplinary approaches that recognize the aesthetic dimension of knowledge production, valuing creativity, visuality, and authorship of students in the learning process.