Conhecimentos matemáticos da produção ceramista da comunidade remanescente do quilombo dos palmares- al na sala de aula

Abstract

This work discusses the mathematical knowledge developed and used in the production of handicrafts in the quilombola community of Muquém and the approaches carried out in the basic education classroom through the studies of the Ethnomathematics Program. Therefore, the general objective is to analyze the influence of the knowledge of the quilombola community in the teaching and learning process of mathematics for students in the 7th year of elementary school in a school in the region where it is located. As specific objectives, we sought to identify the practices and mathematical knowledge that are present in the community's ceramic production with insertion in the classroom; to verify the performance of students in questions with content arising from the relationship between cultural and usual mathematics; to analyze a didactic material for the classroom from the perspective of ethnomathematics, in the format of Comics to present the Educational Product coming from the analyzed didactic material. Based on the methodology of a case study with a qualitative approach, 9 students from a 7th grade class of Elementary School II and artisans from the Muquém community participated in the research. The following were used to collect data: interview, filming, photographic records, observations, audio recordings, the researcher's logbook, questionnaires, diagnostic activities, among others. Content Analysis by Bardin (2011) was used and categories of analysis were formed based on cultural mathematical knowledge, prior knowledge of the student, implementation of Comics, learning and performance. Based on the results, the Educational Product A journey through Ethnomathematics was elaborated, presented as a proposal for pedagogical action for mathematics teachers. The study contributed to the reflections about the teaching practices of the mathematics teacher, the valorization of quilombola cultural knowledge and showed that the relationship between cultural and school mathematical knowledge facilitates the understanding of elementary school students.