O Jogo cubra 12 como uma proposta intercultural para o ensino diferenciado indígena potiguara

Abstract

In recent years, the teaching of mathematics has undergone many changes. It is important to highlight that the objectives of Mathematics, for elementary school, and the difficulties in the teaching and learning process, extend to any school community, including indigenous. For mathematical knowledge is indispensable to any being that is inserted in the world in which we live. . Thus, the objective of this research is to understand the possibilities of didactic use of the game cover twelve for elementary school students, observing the potentialities and limitations of the same, as an intercultural proposal to be applied in a school with differentiated indigenous education. The research took place in a qualitative and exploratory way. To carry out the research, a bibliographic survey of the theme in question was carried out and later a didactic sequence involving the game cover twelven was elaborated and executed and questions involving the Potiguara indigenous culture of Paraíba. The target audience, for the performance of the activity, was the class of the eight the grade of the ECI Antônio Sinésio da Silva School, in the village brejinho, in the municipality of Marcação – PB. This game was applied with the purpose of fixing the content of the four elementary operations (addition, multiplication subtraction and division), of awakening the logical reasoning of the students, as well as promoting the maintenance of the Potiguara indigenous culture. For this, three hours of class were used. The main results emphasized that students liked the game Cover twelve. The game was seen as a resource that facilitates the learning of the four operations. Regarding the applicability of the game, Fifty% of students found it great, thirty% found it good, ten% found it interesting five% found it creative, three % found it difficult and two% did not like it. Regarding the inclusion of the game Cover twelve in mathematics classes, sixty% found that classes become interesting and fun, thirty% think that classes with games facilitate learning and stimulate the development of reasoning, five% become the most tiring classes and five% think they make learning difficult. The intercultural proposal proved to be quite attractive, causing students to see in the mathematics class issues that involved their culture, and nesessary, because despite being a school with differentiated indigenous teaching, the students demosntraram ignorance about basic questions of their culture. There are many challenges to be overcome in the current educational reality in mathematics teaching, in which some educators continue to privilege traditional teaching in their educational practice, leaving aside the use of differentiated methodologies that contribute to meaningful learning. It is believed that more should be invested in the use of games, and in other differentiated and intercultural activities, in the process of fixing the content.