História em quadrinhos: identificação e visualização de polígonos na pintura corporal dos indígenas potiguara com auxílio da plataforma Storyboard That

Abstract

The present work had as a general objective to investigate the use of body paintings of the Potiguara indigenous people, from the use of the Storyboard That platform, in order to promote the visualization and identification of polygons. The research was based on bibliographic reviews of the authors: D'Ambrósio (2001), Fiorentini (1995), Pavanello (1993), Medeiros (2014), Silva, Ataide and Venceslau (2015), Barcellos (2012), Pereira (2020), Silva (2020) among others, in the following subjects, Ethnomathematics, Geometry and Plane Figures, Technology and the Storyboard That platform, Comics and the Potiguara people. The study was carried out with 11 7th grade students from an indigenous state school in the Jaraguá village, located in the rural area of Rio Tinto/PB. The methodology adopted in this research was qualitative in nature; in relation to the objectives, it was characterized as exploratory and descriptive, and in terms of technical procedures, bibliographic research and case studies were used. As for the instruments used to collect data, two questionnaires were applied: a probing questionnaire at the beginning to find out the students' level of knowledge about polygons, Potiguara culture and body paintings, and a second diagnostic questionnaire at the end to evaluate the development after contact with Ethnomathematics and Comics. Regarding the results, it was observed that the importance of Ethnomathematics present in the classroom, mainly as an enhancer of the skill EF06MA18 of the BNCC, in which it provided the students not only with an easy identification and visualization of polygons in the Potiguara indigenous body paintings, but also with the understanding that their culture is also rich in knowledge, and the studies are not limited to the school environment. Still within the results, the students had the experience of creating a comic book, in which they explained their previous knowledge and the knowledge acquired during the workshops, stimulating their creative process within mathematics.