A Etnomatemática como Proposta Pedagógica no Ensino de Cálculo de Área de figuras planas.

Abstract

This work presents a pedagogical proposal for teaching the calculation of areas of flat figures using the bricklayer's practice. Our objective in this research is to show the impacts of the pedagogical proposal based on Etonomathematics, based on the ethno-knowledge of bricklayers to calculate areas and quantities of bricks in a masonry wall. The research took place with 20 students from the Wenceslau de Queiroz municipal school in the city of Tefé – AM, through a dynamic and practical class. We adopted qualitative research, outlined in the case study, as we sought to analyze the students' contributions and limitations in understanding mathematics, considering the introduction of a rectangular device created to simulate the laying of mini bricks in a masonry wall within the classroom. classroom. The pedagogical proposal had positive impacts on the teaching of mathematics, because the students, in addition to understanding the calculation of the area of flat figures, interacted throughout the presentation, mainly because they were bricks in the device. This approach provided the opportunity to carry out new studies, further expanding student learning in mathematics education.