Geometria e arte: interdisciplinaridade no ensino-aprendizagem da matemática

Abstract

Learning Mathematics tends to be more difficult and less attractive than learning in other subjects, often due to the methodology used. Regarding the Geometry approach, what prevails is the emphasis on definitions, names, properties and formulas, resulting in students' lack of motivation and disinterest, affecting learning. In this context, it is important to seek methodologies that help in teaching mathematical concepts, among which interdisciplinarity stands out. Thereby, researching Art as a methodological strategy for teaching Geometry is pertinent in the current context. Therefore, this study proposed to analyze researches that address the use of Art in the teaching of Geometry, in order to identify the contributions of this strategy to the understanding of geometric concepts in the final grades of Elementary School. The study used the integrative review method, which was searched in the Google Acadêmico and SciELO databases, with a 2010-2020 time frame. Forty-six (46) works were located, of which only seven remained, after applying the inclusion criteria. The results show that the interdisciplinarity between Art and Geometry can minimize difficulties in learning mathematics, providing opportunities for a more pleasurable and effective learning experience, also allowing for the expansion of knowledge and making it possible to establish a relationship between art, geometry and daily life.