Mathematical Forms in the Look about the Human Body: Thought, Technique, Art and Education

Kerscher, Mônica Maria; Flores, Cláudia Regina

doi:10.17648/acta.scientiae.5599

Cited by 3 publications

(5 citation statements)

References 2 publications

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“…(Costa, 1956, p. 64 and p. 33) They are techniques the artist built in his style and that come from his education from other European artists, who modulate the look to see and draw the images in a specific way. Such techniques have been manifested since the Renaissance (Kerscher & Flores, 2020a), and we see them echoing today in the visualities exercised by the workshops.…”

Section: Figurementioning

confidence: 88%

“…Some time ago, the question of the representation of the human body entered the scene in our research. 5 This interest arose when we realised that in our activities with mathematics and art workshops in elementary school classrooms, what was mediated was that the visualities that a body is only a body when it has volume and is in a certain naturalised order of representation and visualisation; that it is only beautiful when it is symmetrical and that it only has functionality when it is proportional; therefore, it is a stereotyped body, within specific normality, in specific rationality, at the service of a customary representation (Kerscher & Flores, 2020a). Such discourses take place through the visual and are entangled in our ways of looking and talking about the human body, reverberating in a mathematics that is the effect and agent of specific practices of representation, in which geometry gains a certain visibility and is managed as a technique and support for representation and visualisation.…”

Section: Body-scenementioning

confidence: 99%

“…Therefore, we perceived in this movement that geometry is a rational way of representing the body, characterising it in the ways of speaking and idealising it. In other words, there is a particular search for perfection in which 5 For more details on this discussion, see: Formas matemáticas no olhar sobre o corpo humano: pensamento, técnica, arte e educação [Mathematical shapes in the look at the human body: thought, technique, art, and education] (Kerscher & Flores, 2020a) and O caso de uma matemática que fala do corpo que se olha. Ou, o corpo que se olha com a arte e fala de matemática [The case of a mathematics that speaks of the body that is being looked at.…”

Section: I: Why Does It Have To Be Proportioned?mentioning

confidence: 99%

“…There is, therefore, a geometry that captures us, in other words, a mathematical aesthetic of the gaze that designates and holds us in a model of thought, i.e., that linked to geometry for the representation of a body that is measured and proportional (Kerscher & Flores, 2020a;Kerscher-Franco & Flores, 2022;Machado & Flores, 2013;Flores, 2015).…”

Section: Figurementioning

confidence: 99%

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Geometry in Art? Scenes of a Colonisation of the Look and the Thinking in Mathematics Education

Kerscher

Flores

2023

Acta Sci.

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Background: Wouldn’t the transformations of artworks over time be the most convincing record of how geometry was historically practised and transformed? Now, it seems that research on geometry, whether as a theory or a school subject, leads us to a no less important problem linked to its effects and modulations on subjectivity. In mathematics education, one sees the agency of art for a very specific purpose: learning geometry through art. However, geometry is not just a set of theorems, concepts, and forms to be apprehended; it is also a device that, imprinted on our thinking, makes us talk about the world and its things. That is, it participates in the game of relations of power, knowledge, being, life, and nature, producing truths reiterated and subordinated by the ways of looking, thinking, and representing. Objectives: This article aims to analyse aspects of the relationship between geometry and art that put into practice a colonial matrix of power in mathematics education. Design: To do so, some scenes are presented, such as body-scene, space-scene, and nature-scene, considering geometry and art in its historical and educational forms. Setting and Participants: It is supported by art, art history, and research that articulates art and geometry. Data collection and analysis: Examples of the use of geometry in art are raised, analysing, through visuality, the functioning of a practice that produces and reproduces the presence and effects of the coloniality of power, knowledge, and being. Results: A geometrised fictional reality is revealed and conditioned by the ways of looking, thinking, and representing, in which geometry, operated with art, conforms and puts into practice a colonial thought, fostering the destabilisation of power and knowledge relations. Conclusions: Finally, the question is: Are we creating in our educational practices possibilities of deterritorialisations, lines of flight, decoloniality, to venture with other attitudes within the disciplinary devices in mathematics education? Therefore, it is necessary to think more about the truths put forward than to affirm them: for a new ethical, aesthetic, and political ethos in mathematics education.

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Section: Figurementioning

confidence: 88%

Section: Body-scenementioning

confidence: 99%

Section: I: Why Does It Have To Be Proportioned?mentioning

confidence: 99%

Section: Figurementioning

confidence: 99%

See 2 more Smart Citations

Geometry in Art? Scenes of a Colonisation of the Look and the Thinking in Mathematics Education

Kerscher

Flores

2023

Acta Sci.

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“…After class mainly includes assigning homework and programming practice Answer questions and expand the application of knowledge points. The application content related to expanding knowledge points is different from the preview content and should be more specific and detailed [9][10].…”

Section: Design Of Ideological and Political Teaching Process Of Disc...mentioning

confidence: 99%

The application of graph theory teaching method in ideological and political education of discrete mathematics

Wu,

Lv,

2023

Applied Mathematics and Nonlinear Sciences

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In order to fully implement curriculum ideology and politics in the current education and teaching work, it is extremely necessary to integrate curriculum ideology and politics with “discrete mathematics”. This article discusses the simple possibilities of teaching “mathematical decision” combined ideological and political education and training, so “mathematical decision” can know the same practice as ideological and political education, mutual support and mutual support. Because mathematics is an easy subject for computer education, teachers should deeply explore ideological and political issues when defining mathematics subjects, guide them with ideological and political education content in the teaching process, and play in the main activities of the curriculum. Those. In this article, the author mainly talks about the problems of creating an ideological and political curriculum for teaching inequality and the problems in the teaching process, proposes the established educational standards for determining the content of mathematics education, and aims to develop a theoretical and political basis for determining the content of mathematics education. Provide mathematics education through a combination of online and offline methods to integrate ideological and political education with the teaching of other professional subjects.

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O Caso de uma Matemática que Fala do Corpo que se Olha. Ou, o Corpo que se Olha com a Arte e Fala de Matemática

Kerscher

Flores

2022

Perspec. Ed. Matemática

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Este artigo trata-se de um exercício de pensamento sobre aquilo que nos constitui, uma postura filosófica e crítica do que somos. Problematiza-se, pois, a existência objetiva e material de certas regras que a matemática nos impele a obedecer e a seguir quando participamos de um discurso. Para tanto, movimentam-se certos modos de olhar e representar o corpo humano, ao se discutir acerca de uma prática discursiva em que a matemática aparece como conteúdo, como matéria de estudo, como saber, como linguagem, como pensamento, mas também, como uma estética que nos relaciona com o mundo. Compreende-se que a matemática, esteticamente, também exerce relações de saber e poder em nossa formação, nos subjetivando e nos capturando, reverberando, ao que parece, em uma estética de pensamento sobre o mundo e em sala de aula, em que o saber matemático se coloca como meio de falar das coisas e sobre elas.

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Mathematical Forms in the Look about the Human Body: Thought, Technique, Art and Education

Cited by 3 publications

References 2 publications

Geometry in Art? Scenes of a Colonisation of the Look and the Thinking in Mathematics Education

Geometry in Art? Scenes of a Colonisation of the Look and the Thinking in Mathematics Education

The application of graph theory teaching method in ideological and political education of discrete mathematics

O Caso de uma Matemática que Fala do Corpo que se Olha. Ou, o Corpo que se Olha com a Arte e Fala de Matemática

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