Geometria em cores: a integração de projetos artísticos na compreensão de conceitos matemáticos nos anos finais do ensino fundamental

Abstract

This study was based on the observation that geometry teaching still faces challenges related to the abstraction of contents and the predominance of traditional pedagogical practices, which may hinder students' learning and the development of spatial thinking. The research analyzed the contributions of integrating art and mathematics to geometry teaching in the final years of elementary school, considering the guidelines established by the Brazilian National Common Curricular Base (BNCC). A qualitative approach was adopted through a literature review, grounded on theoretical studies related to geometry teaching, interdisciplinarity, and meaningful learning, based on Ausubel’s (2003) contributions regarding the construction of knowledge through the relationship between new contents and students’ prior knowledge. The bibliographic survey was conducted according to previously established inclusion and exclusion criteria, and the selected studies were systematically analyzed in order to identify convergences and contributions to pedagogical practice. The results indicated that the integration between art and mathematics contributed to spatial visualization, the understanding of geometric concepts, the development of logical reasoning, creativity, and meaningful learning. Furthermore, it was found that strategies such as artworks, tangram, origami, mosaics, tessellations, and manipulative materials made geometry teaching more contextualized, participatory, and aligned with the competencies proposed by the BNCC. It was concluded that interdisciplinarity between art and mathematics constitutes a promising pedagogical strategy to improve geometry teaching, although further empirical research is still needed to expand evidence regarding the effectiveness of these practices in different school contexts.