Ornamentos no Islã Medieval: aprendendo conceitos da geometria à luz da teoria da objetivação

• Ano de defesa: 2020
• Autor(a) principal: Martins, Emanuel Vieira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO DE CIÊNCIAS NATURAIS E MATEMÁTICA
• Palavras-chave em Português: Ornamentos islâmicos medievais; Geometria; Abu’l Wafa; Teoria da objetivação
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/30838

The learning of geometry in basic education in Brazil is of paramount importance. One of the main characteristics of the field of mathematics is to establish interdisciplinary relationships with other areas of knowledge. In this context, the present work aims to show matematics teachers, reflections and possibilities for the development of pedagogical actions that point to the learning of geometric concepts in basic education. To this end, our studies delve into the history of medieval Islamic mathematics, in which we find, in Ozdural (2000), evidence that, in Baghdad, in the 10th century, the Persian scholar Abu'l-Wafa (940-998) would have participated in collaborative meetings with artisans to discuss geometric techniques in ornament constructo. This context pointed to a challenging pedagogical path for the elaboration of an activities notebook (educational product) for basic education, based on the intertwining of three elements of study, they are: history of Islamic mathematics, Islamic ornaments and geometry. Faced with this challenge, we opted for the Theory of Objectivity (TO), elaborated by Professor Luís Radford, as the learning theory capable of structuring the activities and guiding didactic actions The application of the notebook, in its entirety, did not occur due to the reality of the new coronavirus pandemic, however, we chose to analyze a pilot test that occurred on November 8, 2019, when we offered a workshop in the UFRN math week, for teachers and undergraduate students in math. In this workshop, we use filmings, a field diary and participatory remarks to record and subsequently analyze the participants' manifestations. Finally, as a result, we have that our work, in general, contributes presenting a pedagogical proposal of geometry, which highlights ways to launch a more human look at mathematics, based on a teaching approach that values the insertion of contextual elements, such as: aesthetic, historical and artistic, who seek to achieve an integral learning, both in the fiel of knowled and in that of become.