Pencil, Paper, and Action: Drafts, Discourses and Doodles between Freedom and Mathematical Education

Abstract

Culturally, Mathematics in the educational environment gets an outline and presentation that institutionalize it as a model of rationalization of human living. On the other hand, Art produces connotations of sensitivity about the practices of man. Thus, this paper intends to propose an exercise of thinking the interlocutions and frontiers of both branches of knowledge and their possibilities for the field of Mathematical Education. For such, I collected the resonances and discursive productions of Graduate students in the area of Teaching about the themes of freedom and mathematics, elaborated by the displacements they did with the song Aquarela (watercolor) and the production of drawings. As a result, it is noted that three forms of approach were highlighted: mathematical knowledge as a form of regulating the freedom of drawing, the discourse of silence, and the overlapping of mathematical knowledge over drawing. Finally, it was found that being free consists of understanding and problematizing the relations that produce our comprehension of reality, which may be a path to potentiate Mathematical Education.