Geometria esférica: o elo entre matemática e astronomia

Abstract

This research investigated the knowledge to be mobilized that is necessary for Positional Astronomy studies in the final years of Basic Education, employing interdisciplinarity of Spherical Geometry. We sought to elucidate the raison to beof Astronomy, starting from a concept of education that is understood as an integral process that brings together various areas of knowledge. We engageda bibliographic study, developed on the basisoftextual productions that contemplate Positional Astronomy in its historical context of origin and we present a historical study on the teaching of Spherical Geometry in the disciplines of Mathematics and Astronomy in national curricula. The theoretical framework is based on the Theory of Didactic Transposition and on the Anthropological Theory of Didactics. Under this perspective, different teaching objects have hierarchical interrelations that allow identifying their respective ecological structures in the genesis of mathematical concepts supported by the idea of niche, habitat, food chain and ecosystem