ETNOMATEMÁTICA: CONSTRUÇÃO E DESENVOLVIMENTO DE JOGOS DA CULTURA INDÍGENA EM ESCOLAS PÚBLICAS DO MUNICÍPIO DE NAVIRAÍ NOS ANOS INICIAIS

Abstract

This article aims to present research on the ethnomathematics approach in mathematics teaching, based on the general objective of investigating the potential and limitations of using games from indigenous culture in the teaching and learning of mathematics in the early years of Elementary School. The research adopts a qualitative approach, conducted through five days of participant observation in the morning, in the Mathematics discipline, followed by an intervention with a 400-minute didactic sequence, distributed over three days. Data collection was carried out in a 4th year class at a public school located in the municipality of Naviraí, in the interior of Mato Grosso do Sul (MS). Data were recorded through photographs and written notes. During the research, a didactic sequence applied in the Mathematics discipline was analyzed, which involved the construction and development of games. These games enabled students to understand measurements using rulers and measuring tape, their geometric notions, concepts of spatial organization through the positioning of pieces, planning and visualization of possible future moves, in addition to practicing logic by predicting the opponent's movements. The results indicate that with an approach based on ethnomathematics, it was possible to achieve significant results, contributing to the construction of the indigenous student's cultural identity and her relationship with mathematics in a playful way.