O ensino de geometria a partir de uma visão interdisciplinar: como cenário a fotografia arquitetônica do município de Areia-PB

Abstract

The way Mathematics education, more specifically Geometry, is incorporated into the Basic Education scenario brings forth various debates, mainly from researchers in Mathematics Education. Considering that we are living in a time when technological tools can contribute to teaching practices to make education more dynamic, many teachers still conduct their classes in a way that encourages the memorization of rules, fórmulas, and procedures, detached from students realities. As a consequence, students generally exhibit disinterest and aversion to the subject of Mathematics. Teachers seek to develop different teaching methodologies to try to make their classroom practices more dynamic and attractive. From this perspective, one possible approach is interdisciplinary teaching, which has been emerging as a way to view integrated teaching. Interdisciplinarity serves as a pathway to bridge the dialogue between disciplines around a theme, promoting interaction among them. This study brought together the disciplines of History, Portuguese, Arts, and Mathematics with the following general objective: to analyze interdisciplinary teaching intervention, using Geometry as a structuring axis, within the photographic architecture scenario of the municipality of Areia-PB. For theoretical foundation, we utilized discussions on Interdisciplinarity, Geometry Teaching, Visual Culture, within the scope of the pedagogical use of photographic images, and Mathematical Visualization. The research is a qualitative investigation, of an exploratory nature, and is a case study type. The participants of the research are students from an 8th-grade class of a state public school located in the municipality of Areia-PB. As a result, we observed significant student engagement, expressed in dynamic participation and interaction in both interdisciplinary and transdisciplinary activities, based on dialogue, valuing constructive knowledge, and focusing on the education of the mathematical eye. Teaching from an interdisciplinary perspective, therefore, in our study, in addition to having enabled an integrative teaching of Mathematics to various areas of knowledge, also promoted creative, critical and reflective thinking in students.