Traços geométricos como manifestação sociocultural: um olhar criativo sobre a volumetria local

This research aimed at investigating the importance of Geometry teaching using geometric constructions, in an approximation with mathematical concepts. The art of teaching Mathematics has been dealt with in a sociocultural study, which involved from the trajectory of Geometric Design teaching in Brazil and especially at the Federal Technical School of Pelotas (ETFPel), to a work under the ethnomathematical approach developed in the discipline of Volumetric Strudies, with students of the technical course in Design, at the IFSul (Sul-rio-grandense Federal Institute of Education, Science and Technology). The historical approaching and moving away from Geometric Design teaching and Geometry teaching have been analyzed, in order to understand the trajectory of abandonment and neglect of geometrical knowledge in Brazilian basic education. D’Ambrósio’s concept of Ethnomathematics has been used to justify the proposal of a dynamic teaching which attempts to involve Volumetric Studies, art and creativity – core concepts when curriculum is concerned. The strategy chosen has been mathematical visualization in the context of the subjects – that is, the cultural heritage of Pelotas/RS – for the development of innovative volumetric projects which allowed a distinct look at the identification of geometric tracery, serving as a reference point for bidimensional construction and its tridimensional concretion. The methodological approach used has been that of action research, with flexible procedures and effective and extensive interaction between researcher and participants. Data have been collected through questionnaires as well as through reports of a technical visit to the town’s historical sites, and the material treated by means of thematic analysis. The research has produced a handout of Volumetric Studies in which the work plan and its development are registered. The conclusions emphasize the relevance of Geometric Design and of thematic projects for creatively expanding mathematical knowledge, towards a differentiated ...