Educação Etnomatemática: da carpintaria à Geometria ensinada no 8º ano do Ensino Fundamental

Abstract

This article presents the results of a study developed with the aim of understanding how the geometric knowledge present in carpentry can contribute to the teaching of Geometry in the 8th grade of Elementary School, from the perspective of Ethnomathematics Education. The participants in the research were an 8 th-grade class and two carpenters. The methodology is qualitative and involved systematic classroom observations, interviews, and the researcher’s immersion in the carpenters’ work context. The triangulated results allow us to state that the articulation between ethnomathematical knowledge present in carpentry practices and school content fosters students’ engagement and understanding in Mathematics classes. Thus, the study highlights the importance of integrating theory and practice to improve Geometry learning and points to the relevance of Ethnomathematics Education in building a more inclusive and contextualized teaching approach aligned with students realities.