INTERSECÇÕES ENTRE O ENSINO DA ARTE E O ENSINO DA MATEMÁTICA NOS ANOS FINAIS DO ENSINO FUNDAMENTAL SOB A ÓTICA DA BNCC

Abstract

The dissertation developed within the scope of the Graduate Program in Education - Academic Master's Degree at Faculdade de Inhumas FacMais, line of research Education, Culture, Theories and Pedagogical Processes, presents a contemporary reflection on the intersections between the teaching of art and the teaching of mathematics in Elementary School-Final Years from the perspective of the BNCC. Based on the propositional cut of the 2018 BNCC and the possibility of intersection between the disciplines of art and mathematics, the theoretical, practical and curricular changes of this stage of Elementary School were addressed. The general objective of this study was to investigate the methodological and curriculares approaches of the possible intersections between the teaching of art and the teaching of mathematics, based on the National Common Curricular Base in Final Elementary Education. Specifically, to recognize, based on concepts, the historical context inherent to the teaching of art and mathematics in educational public policies in Brazil. To establish possible intersections between methodological and curriculares approaches in the teaching of art and mathematics present in the BNCC and to analyze the possible intersections of these disciplines for the process of knowledge construction. The methodology consisted of a bibliographic and documentary research with a time frame of 2014-2024. The findings support the influence of neoliberalism in Brazilian and Goiás elementary education in the final years, directing the competencies and skills proposed in the BNCC to meet the demand of the labor market, to the detriment of the integral education of the student. The results pointed to the possibility of articulation and intersection between Art and Mathematics in teaching and learning. Mathematics can use the dimensions of Art in understanding the social, cultural, and local aspects that define a society. The application of this interdisciplinarity to mathematics constitutes content, and favors the reflective autonomy of students in everyday life. Exploring conceptions and connections, it was found that the historical aspect brings these disciplines closer together, contributing to human development as the teacher encourages pedagogical practices that awaken in students the ability to think and protagonism. The articulation of contexts in which students can reflect on their participation has in the teacher, the mediator who proposes the use of interesting ways of teaching and learning along with the curriculum. The interfaces with the languages of the curricular components in Art, the competencies, the mathematical literacy and the skills identified as practices suggested in the BNCC, play an essential role in the teachinglearning process, as they provide the acquisition of knowledge, strengthening the critical, reflective and civic capacity of students in the final years of Elementary School. It is concluded that for this possibility to materialize in accordance with the indications and guidelines provided for in the Common Base, the promotion of the education offered must strive to awaken and ensure students activities and contexts in which they can critically analyze practices, contents, and know how to problematize political, social, economic, scientific, and technological issues, understanding, in a reflexive way, society.