Undiscipline the Geometry: The geometrical knowledge and the geometry as knowledge

Abstract

This document takes the form of an essay about the actual situation of geometry in schools. The essay develops the perspective that the circumstances that have determined the way geometry is situated in schools, and out side of it, are the result of it having been gradually submitted to processes of making it universal, which filtered into it, pollinized it and disciplined it. This, so that it could be presented and distributed to the populations in the strictly necessary proportions for the training and teaching for technical jobs which are indispensible for a materializing of a determined ideal of society.

In the same way, the geometrical knowledge, a subsidiary expression of the designations of the most rudimentary and original geometry, has over time become domesticated, categorized and put to the service of social representations. This way, starting from an outline of its diagnosis, a clarification is undertaken of how geometry as knowledge was instituted, and how it continues today to travestise, almost exclusively, as an instrument of axiomatic and utilitarian precepts.

Year 2011
Type Thesis
Institution Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto e Faculdade de Belas Artes da Universidade do Porto
Degree Master
Supervisor(s) Catarina Sofia Silva Martins
Language Português
Field Art Education, Geometry, Drawing