Marco Lucchesi: diálogos possíveis para a intersecção entre literatura e matemática no currículo escolar

• Ano de defesa: 2025
• Autor(a) principal: Ferreira, Rubens Alves
• Orientador(a): Baptista, Ana Maria Haddad
• Banca de defesa: Baptista, Ana Maria Haddad , Navas, Diana , Lauriti, Nádia Conceição , Junqueira, Maria Aparecida , Teixeira, Rosiley Aparecida
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: interdisciplinaridade; literatura; matemática; currículo; Marco Lucchesi
• Palavras-chave em Inglês: interdisciplinarity; literature; mathematics; curriculum; Marco Lucchesi
• Palavras-chave em Espanhol: interdisciplinariedad; literatura; matemáticas; currículo; Marco Lucchesi
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/3851

This study aims to investigate the interface between literature and mathematics, analyzing its potential and challenges for transforming the curriculum and interdisciplinary pedagogical practice. Therefore, its purpose is to investigate, from Marco Lucchesi's literary and philosophical perspective, the potential and obstacles to integrating literature and mathematics in the high school curriculum, aiming for a more critical and creative student development. To this end, qualitative research was conducted. The methodology adopted is based on Content Analysis to address the theoretical corpus. Discourse Analysis is used to examine Marco Lucchesi's literary work. Furthermore, field research was conducted, with data collected through questionnaires administered to high school students in the Greater ABC region of São Paulo, aiming to categorize the educational challenges and perspectives of this student segment. The analysis demonstrates that Lucchesi operates a discursive reconstruction of mathematics, transforming it from a technical discipline into a philosophical, aesthetic, and existential experience. Concepts such as the "startle of infinity" and metaphors of the "library" and the "algorithm" underpin a critique of the split between the "two cultures" of human and exact sciences. Thus, it is observed that Lucchesi's work offers a forceful critique of fragmented teaching, which the author portrays as an epistemological "torment." Instead, he proposes a "spiral curriculum" that values wonder, memory, and affection as the foundations for meaningful learning—a true "pedagogy of wonder." Field research reveals that students value both subjects, literature and mathematics, for their formative and utilitarian potential. They criticize teaching methodologies, often considering them predictable, monotonous, and disconnected from their interests. They recognize the benefits of interdisciplinarity, making learning more interesting and meaningful, but experience it in a limited and fragile way. There is a clear disconnect between literature and mathematics (64.5% never perceived a connection), but also a strong interest (71%) in activities that integrate them, seeing advantages such as "making mathematics more creative" and "showing the application of logic in literature." Thus, it is clear that the intersection between literature and mathematics, illuminated by the work of Marco Lucchesi, presents itself as a powerful response to students' demands for a deep, dialogic, relevant, and integrated curriculum. This integration is not a mere addition, but a curricular restructuring that constitutes an act of resistance against reductionist and technocratic views of education. It aims to develop individuals capable of critically moving between sensitivity and reason, understanding both as fundamental to the creative solution of complex problems. The study argues that teaching practice is the locus where these major curricular disputes are effectively fought and overcome.