DA MATEMÁTICA À ARTE: uma proposta de ensino do desenho geométrico em sala de aula do ensino fundamental

Abstract

This study investigated the contributions of implementing a didactic sequence involving geometric drawing to the development of logical reasoning, motor skills, and artistic expression among 7th-grade students. The research, characterized as action research with a mixed-methods approach, involved designing and implementing a didactic sequence based on fundamental geometric drawing concepts linked to the students' daily lives. The activities aimed to correlate academic knowledge with the social context and to analyze the impact of this practice on visual perception, logical-geometric reasoning, and teamwork. Data collection involved analyzing responses to practical problems, evaluating construction precision and the level of development in producing, reproducing, and analyzing geometric figures. The results demonstrated progress in logical, geometric, and deductive reasoning, while also fostering the participants' attention, concentration, fine motor coordination, artistic perception, and spatial awareness. The study concludes that geometric drawing serves as an integrative bridge between mathematical content and artistic expression, reaffirming its potential as an indispensable interdisciplinary pedagogical strategy for promoting the holistic development of students.