Encontrando traços da matemática na arte: um olhar mais profundo na sua criação

Abstract

This paper exposes an important theme, the presence of mathematics in art. How can traces of mathematics be seen in paintings and architecture. The general objective of the paper focused on showing the existence of traces of mathematics in art. The specific objectives were: to understand how mathematics has influenced artists in their artistic creations; describe the mathematical features present in the paintings of the artist Leonardo da Vinci; and finally, show how the relationship between mathematics and art can contribute to the student's learning process from the perspective of the National Curricular Parameters (PCNs) and the National Common Curricular Base (BNCC). The theoretical basis first presents some mathematical concepts used in art, such as: Homothety, Symmetry and Asymmetry, Similarity and Congruence of figures, Ratio and Proportion. Next, the considerations are about the historical relationship between mathematics and art, the importance of mathematics as a science and its importance in our daily lives. This same topic presents the productions of Brazilians who used mathematics in their creations, in the architecture of Oscar Niemeyer, the art of modernist Tarsila do Amaral and indigenous basketry with its weaves and features. Next, the approach is about the Renaissance art of Leonardo da Vinci and the presence of mathematics, through geometry. Leonardo da Vinci researched and studied thoroughly before producing his works, with La Gioconda, known worldwide as the Mona Lisa, being his most famous work worldwide. And finally, it addresses how important mathematics and art combined can be in student learning. As for the methodological path covered, it was qualitative research of a bibliographic nature, presenting the view that it was based on authors such as Ferreira (2021) Coletti (2022) Santos (2011) Flores and Wagner (2014) and Barros (2017) among others. Regarding the research results, the conclusion reached is that both art and mathematics are essential for training as areas of knowledge, in this sense a totally viable path is to work on interdisciplinarity, realizing that between mathematics and art there are strokes, geometric shapes, lines, both complement each other and make learning more meaningful