A formação dos professores de matemática por meio dos jogos teatrais

• Ano de defesa: 2009
• Autor(a) principal: Grützmann, Thaís Philipsen
• Orientador(a): Basso, Nara Regina de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Porto Alegre
• Palavras-chave em Português: MATEMÁTICA - ENSINO; CRIATIVIDADE; TEATRO NA EDUCAÇÃO; INTERATIVIDADE; JOGOS EDUCATIVOS
• Link de acesso: http://hdl.handle.net/10923/3076

This paper presents the results of a qualitative research interlinking Mathematics and Theater, two important fields of education. It aimed at studying how activities and scenic games can have a role in the teacher training during the graduate course in Mathematics through the living, preparation and teaching of more creative classes that promote the interaction between teacher and students. Based on the theory of Spolin on Theater Games, eight meetings with the class were set and different activities were developed. Among them, scenic games that exploited group relationship, concentration, corporal and vocal expression, as well as games involving the direct use of mathematical content. In addition to this, there was the reading of an article on mathematical education that approached the teaching through the acting of the stories from the book The Man that Calculated by Malba Tahan and the reading of a theater play tackling the knowledge of formal logics and discussion on the topics previously worked with. Different data gathering tools such as text and theater play writings, questionnaires and interviews were used and performed with the students, as well as the class diary of the researcher. The data analysis was carried out using the Discoursive Textual Analysis, based on the work of Moraes e Galiazzi. At the end the results showed that the Theater Games contributed to the teacher teaching formation improving the corporal expression and communication, noticing a new way of teaching Mathematics, achieving personal and professional growth and improving affectivity in the classroom.