O artesanato com o trançado indígena como estratégia de ensino e aprendizagem de geometria : uma experiência não presencial da etnomatemática no 6º ano da educação básica

Abstract

This research was developed in the course of a pandemic scenario of the Covid-19, making its application in the face-to-face modality unfeasible and becoming a challenge to encourage students to understand geometry only through classes remote. Thus, the objective of the research was to analyze the contributions and limitations of a proposal for teaching and learning plane geometry by the ethnomathematics for the 6th year of elementary school, from crafts, activity of manual production carried out by an artisan, present in the techniques of indigenous braid. The research has a qualitative approach in which the activities were developed in a non-face-to-face manner through four video classes recorded, four learning activities and three quizzes on Google Forms made available in the Whatsapp group with a teacher of Mathematics and six students from the 6th year of a public school who participate in the Project Interactive Mathematics. The project was created in 2020 in the Degree Course of Mathematics at the State University of Amazonas to meet the needs of course students who found themselves unable to carry out practical activities schools and through it it was possible to provide a teaching and remote math learning. As main results stand out the attribution of meaning by the student to the mathematical concepts explored in the video classes associating them with indigenous braiding techniques, although few students interacted and responded to the activities due, among others, to to the difficulty of accessing the cell phone and especially the internet, as the subjects depended exclusively on their parents' cell phone, in addition to the greater lack of interest observed after the return of face-to-face classes in schools. Keywords: indigenous braiding; plane geometry; remote teaching.