Estado do conhecimento das pesquisas brasileiras que investigam interfaces entre matemática e arte no ensino

Abstract

The growing number of research in Mathematics and Art, in the last decades, was one of the factors that motivated the present study. Its objective is to map the Brazilian researches that investigate the interfaces between Mathematics and Art, weaving the state of knowledge of those that articulate Mathematics and Art in the pedagogical proposals applied in the context of teaching Mathematics in Basic Education. Qualitative in nature, this study constitutes a systematic review, of the “state of knowledge” type, based on theses and dissertations, available at the Brazilian Digital Library of Theses and Dissertations. For the searches, the following terms were considered: “Art”, “Mathematics”, “Teaching” and “Mathematics Education”, in addition to terms related to artistic languages, according to the National Common Curricular Base, such as: “Visual Arts”, “Dance”, “Music”, “Theatre” and “Audiovisual Arts”. The analysis consisted of two stages, the first one was based on a more descriptive and panoramic perspective, in which we carried out a mapping from the reading of the abstracts of the 110 selected theses and dissertations, which investigate interfaces between Mathematics and Art, published from of 2003 to 2020. In the second stage, aiming at an analytical-comprehensive perspective, we selected 34 mapping works, presenting some pedagogical proposals applied in Mathematics teaching in Basic Education. We prepared a file on Google Forms to conduct the reading of parts of the texts to identify relevant aspects for this study. From this, we delimited three axes of analysis: (1) methodological approaches for teaching; (2) mathematical focus of pedagogical proposals; and (3) use of Art for Mathematics Education. Each axis's groupings emerged from the works' readings and references. From the mapping, we identified the formation of three research groups on the subject located in the Southeast and South regions, where they cover most of the academic production. Among the artistic languages, the one that stood out in the research was visual art, especially, the relation between visual art and geometry. Among the trends in the interface between Mathematics and Art, we highlight the use of Digital Information and Communication Technologies in teaching some content, the focus of most works and Art to contextualize teaching, highlighting the use of Art as a context for teaching Mathematics. We also identified several approaches that indicate other paths for teaching in the interface between Mathematics and Art, still little explored, which is why they point to the need for further investigations. Therefore, with this study, we hope to boost new work, especially in fields that are scarcer.