O conhecimento matemático escolar e as relações com a marchetaria

Abstract

This dissertation has had as goal to understand the mathematical relations established by Elementary School students Cycle I, before the cultural work of marquetry. I have presented marquetry as a possibility to enrich school activities, recalling its origin and essence through works of an arts and craft artist from São Paulo, Brasil, who reuses wood from restorations, turning them into his main source. The first part of the research was developed at the artist s locus, within his natural habitat, with the objective of analyzing and valuing his know-how and understanding the mathematical knowledge involved in the marquetrist elaboration and his creation execution at his day-by-day knowledge. To the analysis, I have taken as main support the Etnomathematics Program and its dimensions, by the perspective of the educator Ubiratan D Ambrosio. In the second part, the art researched was taken to the class, aiming to understand school mathematical knowledge and the associations established by the students before marquetry objects. I have analyzed their associations and reactions caused by being in touch with the works, as well as their school knowledge. At the end of the research, verifying Mathematics is in total integration with the other manifestations of culture, I have noted the need for enrichment in the activities developed in the school environment, for example via diverse situations with objects from the real world, such as the marquetry works