Navegando por Assunto "Artes visuais e geometria"

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Experiência estética com formas geométricas nos anos iniciais
(Universidade Federal do Pará, 2019-10-16) CAVALCANTE, Larissa Gabrielle Mendes; SILVA, Carlos Aldemir Farias da; http://lattes.cnpq.br/7226908910873590; https://orcid.org/0000-0001-5463-1316
The present study reflects on the integration of knowledge between the Visual Arts and Geometry, in an inter-transdisciplinary attitude, based on the concept of aesthetic experience according to John Dewey. The main object is to investigate how the teaching-learning process of geometric shapes can, when lived as an aesthetic experience, help to consolidate the geometric thought of primary school children. In order to achieve that, we planned and implemented “Aesthetic Experience with Geometric Shapes”, an atelier in which fifty-two students of the third year of primary school took part, in a public school in Belém, Pará. We chose to approach Geometry contents with the students through the works of three modern artists, namely, Pablo Picasso, Paul Klee and Almada Negreiros, with activities that stimulated the development of visual perception, spatial relations and the ability to abstract geometric shapes from the elements of daily life and nature. These activities resulted in the production of drawings, paintings and collages which have been gathered in a visuality notebook, which can be found in the second part of this study. The students’ production highlights that they absorbed the proposed contents, so as to recognize geometric shapes as part of their daily experience, finding creative and flexible ways of systematizing geometric knowledge. Thus, the atelier’s results allow us to consider the integration with the Visual Arts as a possible pathway to turn the teaching of geometric shapes in primary school into a teaching-learning process that is attuned to the potentialities of the child. The data obtained from this pedagogical action were recorded in photographs, audio recordings and a teacher logbook. The proposal of living an aesthetic experience in the teaching of geometric shapes constituted a starting point for a reflection about the necessity of integrating knowledge amid the state of fragmentation in which school education finds itself.