Teatro como prática para professores dos anos iniciais atuantes em Matemática

Abstract

This paper intertwines Drama and Mathematical Education from an extension course to Elementary school teachers named Dramatemática considering the following guiding question: which type of Mathematics may Elementary school teachers develop from drama and/or theatrical games? In order to understand this issue, throughout ten meetings, some activities were developed to introduce theatrical language to the teachers, and also situations which there was Mathematics were presented in a lively and contextualized way. Thus, together with the participants, a collaborative group that shared knowledge was arranged and the drama and theatrical games were used to develop the creative, critical and collaborative potential of those people involved in the project. The research is a qualitative investigation, which seeks to analyze the data collected throughout the course, either through participant observation, continuous records, recording of meetings and final evaluation of the course. As a result of the research a didactic sequence, described in detail, was elaborated containing the lesson plans and activities developed each course day as well as a Diary containing the experience report when developing the Dramatemática project with the group of teachers.