Conexões entre artes e matemática: oficinas didáticos – pedagógicas para turmas do ensino fundamental anos iniciais

Abstract

This work aims to analyze how workshops that connect art and mathematics can promote significant learning in the early years of elementary school. The proposal arises from my experiences as a student and teacher in drawing courses, where I realized that the first step in learning to draw involves understanding geometric shapes, which are fundamental in the construction of any image. Furthermore, observing how these shapes are present in our daily lives encourages a sensitive eye, connecting everyday life with art and mathematics. Thus, the question arises: how can these workshops generate significant learning in the educational context of the early years of elementary school? The methodology adopted is basic in nature, with a qualitative and exploratory approach. We began with a bibliographical research, analyzing articles and books on the relationship between art and mathematics. For data collection, we used a field diary and photographs, recording the children's observations and documenting their productions for later analysis. It was observed that this connection favored the understanding of mathematical concepts, allowing their creative application in artistic productions. The workshops contributed to more meaningful learning, going beyond theoretical content, and encouraged creativity, imagination, critical thinking and problem-solving skills. We concluded that the integration of art and mathematics makes learning more attractive and relevant for children.