Los lenguajes artísticos contemporáneos en el área de las matemáticas para potenciar la capacidad creadora

Abstract

The present pedagogical proposal aims to enhance the horizon of creation of the fifth grade students of the Carlos Pérez Escalante Educational Institution, Marco Fidel Suárez headquarters, through contemporary artistic languages such as painting, dance and theater, considering these as an approach that expands freedom of expression, exploration and imagination, as well as the development of problem-solving skills and the generation of multiple ideas. It is considered then, that contemporary artistic languages would be able to place the student in a state of reflection of the pedagogical processes in the classroom, at the same time that they would be a useful transversal tool to recreate some themes seen from the area of Mathematics and therefore facilitate their assimilation. The scarcity of didactic strategies in the subject of Artistic Education, added to the absence of knowledge of contemporary art and its pedagogical utility, gives rise to the impulse to look for ways that lead to improving the teaching-learning processes in the classroom and that In addition, from there, the knowledge of the subject of Mathematics can be reinforced. To carry out this purpose, as part of the methodology, the observation of the teaching-learning process in the subject of Mathematics is used and from there the ideal alternatives are sought that allow art to be the adequate channel for a more dynamic and meaningful learning, for this reason pedagogical activities are proposed from contemporary artistic languages that include different learning environments, with possibilities of greater exploration and creativity to build knowledge. The main results show the ability of students to analyze the problems raised and relate the themes of the Mathematics subject with art in each of the contemporary styles raised. Therefore, artistic education is the basis of the imaginary and symbolic abstraction of all areas of knowledge.