MATHS CLUB AS A TRAINING AND LEARNING SPACE

Abstract

This article aims to discuss, from the concept of space movement, the concept of training and learning spatiality for the Mathematics Club. To this end, a theoretical retrospective was carried out on how the concept of space was developed linked to the dialectical pair space-time, aiming at a broader understanding of the evolution of the referred concept, as well as a better foundation of the presented proposal. Therefore, the underlying premise of this study is that despite the developments of the appropriation of the Mathematical Club as a learning space, the expansion of this formative context in the temporality of its existence has provided theoretical-objective conditions for proposing a new understanding for the without, however, detracting from what had already been produced so far. With this movement, it is indicated the incorporation of a new understanding for this pedagogical space, proposing it as a spatiality. In this way, the aim is to conceptually develop the concept proposed for the Mathematical Club and, at the same time, provide a new element of theoretical analysis for this space, where the various relationships that can compose the different dimensions of human formation can be shown, in which its multiple character stands out, which guarantees the reproduction of social life in its various manifestations and particularities.