Matemática e arte: criando possibilidades de aprendizado a partir de um estudo do período renascentista

Abstract

This work arose from the interest in studying the Renaissance period in the History of Art and Mathematics, identifying relevant elements to the formation and performance of a Mathematics teacher. To do só, the emergence of linear perspective stood out in that historical context, bringing to its knowledge the contributions of the Italian sculptor architects Filippo Brunelleschi and Leon Battista Alberti and the German mathematical illustrator Albrecht Dürer. Also, through a bibliographic study, two other scholars were identified within the scope of Mathematics Education who addressed the theme of linear perspective in the context of the history of science and the teaching of geometry, respectively. It was verified that the linear perspective as a method of representation in the plane includes components of a mathematical nature, such as proportionality and dimension, which, when considered in the context of teaching and learning mathematics, can provide the acquisition of skills and abilities present in the BNCC for High School, such as the acquisition of geometric thinking and the mobilization of known strategies and the formulation of conjectures. Two of these components are identified and explored to create activities that configure learning possibilities that intertwine Mathematics and Art in the High School context. As a result, two activities proposals are presented, the first one involving the construction and use of an artifact created by Dürer. The second one provides an opportunity to mobilize perspective techniques, through the reconstruction of Alberti’s method, in a dynamic environment provided by the software GeoGebra . The bibliographic research carried out allowed to intertwine experimental and theoretical aspects that support the proposals for a didactic approach of linear perspective both in High School and activities of an extension nature in undergraduate courses.