The pandemic from another perspective: an experience with photographs in the non-classroom teaching of Spatial Geometry

Abstract

In view of the need to develop strategies for non-face-to-face education due to the new coronavirus pandemic, in this article we share an experience of teaching perspective from the use of photographs. The task sought to subsidize the study of spatial geometry, using one of the types of perspective to produce photos with themes associated with the pandemic. It was held in the second half of May 2020, with 116 students from three classes of the second year of Integrated High School of a federal professional education institution. In this article, our aim was to discuss how knowledge about perspective contributed to the production of digital mathematical performances on the pandemic. For this, we conducted a theoretical discussion about the teaching of geometry and digital mathematical performances, followed by a description of the work performed, reflections emerging from the process and general considerations about the activity. At the end, we associate the photographs with socio-critical themes, reflecting on how the knowledge of forced perspective influenced the students' photographic performances. Without romanticizing the complex historical moment experienced, we believe that we conducted a practice of Mathematical Education that sought to reinforce preventive measures, enhance the performance of workers in essential services and pay attention to students and families about the social impact resulting from the pandemic. Thus, we conclude that the photographic act established a guiding thread for the aspects of geometric visualization and its representation, enhancing the teaching of geometry.