Percepções matemáticas em fragmentos cerâmicos arqueológicos: potencialidade para contextualizar o ensino de simetria

Abstract

This article presents results of research developed based on the following general objective: to investigate which mathematical perceptions are identifiable in archaeological ceramics, from the Barreira do Andirá archaeological site, in the municipality of Barreirinha-AM, which make them potential contexts for teaching symmetry. This is a qualitative study, based on the ideas of Creswell (2010), with the participation of eleven students from the 8th year of Elementary School, from a state school located in the Barreira do Andirá community, Municipality of Barreirinha-AM. Data were obtained through systematic observation, photographic recording, document analysis and pedagogical workshop, which were analyzed through triangulation. The results indicate that in the shape and decoration of archaeological ceramics it is possible to identify different types of symmetry and geometric elements that may be related to content present in the school curriculum. Furthermore, archaeological remains enable contextualized, potentially significant teaching that values local culture.