Resumo

FLORES, Cláudia Regina  e  WAGNER, Débora Regina. Visuality, art and mathematics: shifts in teacher education. Rev. Diálogo Educ. [online]. 2016, vol.16, n.48, pp.467-485. ISSN 1981-416X.  https://doi.org/10.7213/dialogo.educ.16.048.DS10.

His article aims to present some preliminary analysis of a PhD research on development, whose purpose is to move visualities teachers through mathematical relationship and art teacher training workshops. Therefore, there were four workshops proposed a training course designed for teachers who teach mathematics. The workshops were developed based on the concepts of pedagogical device and formative experience. For analysis operates with the concepts of visual, speech and utterance. In particular, we present here one based on first workshop test and their analysis. From this it follows that a mathematical discourse, linked to symmetry, proportionality, order, reality, perfection, organization, permeates the look of teachers. Otherwise, these discourses produce particular forms of subjectivity. All this leads to understanding that a teacher training that takes into account formative experiences can produce new meanings to mathematics education.

Palavras-chave : Mathematics; Art; Visuality; Teacher Training; Training Practices.

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