A Arte Conceitual nas aulas de Matemática como forma de favorecer o processo de ensino aprendizagem.

Abstract

The research in question arises from the problematization of how the relationship between Conceptual Art and Mathematics can favor the teaching-learning process of Mathematics? The general objective of the research is to investigate contributions of the relationship between Conceptual Art and Mathematics to the Mathematics teaching-learning process. The research is a qualitative approach of the action research type that had as subjects high school and technical students from Colégio Estadual Barbosa Ferraz de Ivaiporã-Pr. The procedures for collecting and producing data were: questionnaire and document analysis. The methodology adopted for analyzing the collected data is the grouping method described by Carvalho and Vergara (2002), where they will be organized into clusters of meanings, bringing together the information into larger units describing the interactive experiences. Thus, the data will be discussed based on a structured analysis for better understanding and reflection on the phenomenon. The results of the data analysis present the students' perception in relation to Conceptual Art and Mathematics and how it can favor the teaching-learning process. Burak (2004) points out that the didactic sequence provides an opportunity to understand Mathematics more easily due to the practical moments; the development of a reflection process; understanding and relationship with diverse human knowledge; means of seeking knowledge through research; a means of learning in a pleasurable way; involvement with the learning process and human knowledge. In this way, students describe the need for didactic sequences with these characteristics continuously in order to favor the educational process. Furthermore, it is important to describe that most Mathematics teachers have an extensive program resulting in few moments for the application of different methodologies, a situation that must be taken into consideration in contemporary Mathematics teaching.