GEOMETRIA DOS CURSOS COMPLEMENTARES AO ENSINO MÉDIO: entre Livros, Programas, Reformas e Monstros – uma terapia

Abstract

This being that has been generated, I could try to convince you that it was somehow created by me, but this would expend a strength so great that I do not know if I am capable of having. This being, perhaps supernaturally generated, that comes to life in these pages, has the purpose of pointing to High School and seeks references in its similar, or, perhaps, I would say predecessors, to which, molding itself, it gradually gains body until it reaches what we know today as High School. However, these adjustments and reforms that are being imposed on Brazilian Education are not a total rupture with the past, but are based on plates that move according to the needs, the pressures, the influences, both from society and from groups (economic, political, religious...). This being tried to delve into distinct moments of our history, in an expectation to present some events, mixed with historical facts that corroborated, or not, in the perpetration of changes in education. In addition, we looked at textbooks as intrinsic material of the classroom, especially of mathematics, converging, finally, to geometry, as the backbone, in a perspective of glimpsing, not in totalitarian terms, how it appears in textbooks over the course of almost a century (1930-2010). Then, from the periods of time we have studied since the educational reforms, we have chosen one work, among several, (at the end orbiting over six textbook collections), having as a motto the search for similarities, differences, points in common in the way of presentation and approach of geometric contents, based on the light of Wittgenstein's writings, and his therapeutic way of philosophizing, thinking, pondering over language games and their nuances, where concepts and words are intertwined and loaded with meanings, of lives that understand and observe it in similar and different ways, that re-signify it and introduce it into different games, with the same, or perhaps, other signification[s]. In this journey, this being that was generated is the product or result of movements of construction and deconstruction, thinking and rethinking of my own being, which tries to touch some points that perhaps have not been explored yet, or if they were, they walked through other paths and nuances of the mathematical/geometrical doing. The line that runs through this walk is not tied to a totalizing configuration in which the proposition would be to point or consolidate certainties and conclusions, but to therapize, not to characterize a single geometry, or the correct one, to the detriment of others, but a place where, in a panoramic way we can move as if dancing on ice, in which any movement outside the predicted range has the power to reverberate other ideas, other paths or concepts, different from those aimed at in the proposition of the thesis, or should I say, of this being, which now extrapolates the limit, the safe place of my thoughts, to enter the public sphere.