Grafismo indígena como possibilidade de contextualização para o ensino de geometria plana nos anos finais do ensino fundamental

Abstract

This article presents results of qualitative research (Creswell, 2010) developed with the aim of understanding how indigenous graphics can constitute a context for teaching plane geometry in the final years of Elementary School. Methodological procedures include semi-structured interviews, document analysis, systematic observation (Marconi; Lakatos, 2021). The research was developed in Parintins-AM, with two participants from the Sateré-Mawé ethnic group. The theoretical basis, used to establish relationships between geometric ideas and cultural ideas perceptible in graphics, is composed by authors such as Vidal (1992) and Gerdes (2007), which shows that mathematical notions are also constructed outside the school context, in the development of sociocultural practices of different groups that master construction, painting, location techniques, etc. The results indicate that sociocultural practices such as graphics can be potentially significant contexts for mathematical learning.