Recursos didáticos disponíveis em uma comunidade remanescente quilombola para o ensino de Matemática: do concreto às identidades culturais

Abstract

This study was based on understanding the didactic resources available in a remaining quilombola community for teaching Mathematics from concrete materials to cultural identity, using ethnomodeling to understand their construction in the homes and schools of residents of a quilombola community in the municipality of Paranã-TO. Its main objective was: to recognize and record teaching resources available in a remaining quilombola community for teaching mathematics, observing concrete materials and cultural identity. Therefore, the research problem that guided this research started from the following question: what are the most common didactic resources that can be used in the process of teaching and learning Mathematics in a school in the countryside, in particular in a remaining quilombola community? What contributions can adequate didactic-pedagogical resources bring to the teaching of Mathematics in rural communities? Can artifacts from local culture be used as a teaching resource?. The research was characterized as a bibliographic review with a qualitative approach and descriptive character through field research procedures and experience report on the topic addressed. It was organized in two stages; observation (moment when I entered the quilombola community, establishing contact with the subjects) and interview (moment when the interviewed subject gave a “voice” to the pedagogical work). From the results, it is important to realize through the report and photographs taken from the benches and houses in the Quilombola Community of Claro, Prata and Ouro Fino that construction with adobe is resistant to time. However, even so, its structure remains unchanged. The resistance of adobe can be verified by its permanence in time and by the difficulty in dismantling it, presenting its own aspects with regular geometric shapes, referring to entities typical of mathematicians that can be seen in books. Among the mathematical ideas found in teaching materials, the following can be identified: plane, perimeter, angle, vertex, area and other geometric figures.