As contribuições da etnomatemática para aprendizagem da matemática numa turma do ensino médio

Abstract

This Course Completion Work (TCC) has as its theme the teaching of mathematics through Ethnomathematics, which is based on mathematical knowledge inserted into a cultural perspective of the ethnicity in which it is inserted, here it is linked to indigenous education, more precisely to the Potiguara ethnic group of Paraíba. The general objective for this work was to investigate the contributions of Ethnomathematics to the learning of students in a high school class, in an indigenous school in the municipality of Marcação-PB. The specific objectives were to observe the classes of a 1st grade high school class and relate Ethnomathematics with some mathematical concepts used, such as plane geometry and quantities and measurements; and describe the activities carried out by students and highlight the contributions of Ethnomathematics to learning these concepts. The present work has as its theoretical sport authors such as Rosa and Orey (2014), D’Ambrósio (2019), Kanatyo (2004), among other important theorists and researchers on the topic. The research also included Normative Documents such as the Curricular Reference for Indigenous Education (RCNEI), the National Common Curricular Base (BNCC) and the Curricular Proposal of the State of Paraíba. As for the methodological procedures, the Mathematics teacher's Mathematics classes and in the field were observed, together with the students participating in this research and some activities proposed by the teacher were confirmed, thus the research is characterized as a case study. Through the methodology listed to carry out this research, we rely on a qualitative approach in the search and analysis of data collected during observation of the research field. The results analyzed prove that Ethnomathematics can and should be applied in the classroom, as it provides students with more meaningful learning, starting from their daily experiences to systematize knowledge.