Da agricultura para a sala de aula: a etnomatemática explorando grandezas e medidas em áreas agrícolas

Abstract

This research investigated the contextualization of the content of Quantities and Measurements based on the daily lives of three farmers in the municipality of Itapororoca-PB in a 9th-grade class. It was delimited within the area of Mathematics Education from an Ethnomathematics perspective and justified by the need to overcome the gap between formal school content and the sociocultural reality of the students, aligning with the guidelines of the National Common Curricular Base (BNCC). A qualitative approach was adopted through an exploratory case study, which included a literature review, structured interviews with the three local farmers, and the development and application of a didactic sequence based on the empirical knowledge of the region. The results showed that the farmers used traditional and complex measurement techniques, such as land cubing and the method of squaring triangular plots using the "braça" as the unit. The teaching sequence promoted engagement and allowed students to recognize mathematics as a living knowledge, integrating cultural knowledge with the geometric concepts of area and polygons. Future directions suggested expanding this approach to other contexts and deepening the use of technological tools. The academic relevance of the study was confirmed by proposing pedagogical strategies that promoted inclusive and meaningful teaching, supporting teachers in valuing local culture and strengthening the link between the school and the social reality of the students.