Artefatos socioculturais do Cuito/Bié-Angola para o ensino da geometria - a circunferência numa perspectiva da etnomatemática
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Tipo
Artigo
Classficação
Nível teórico
Data
2021
Título do Períodico
Revemat: Revista Eletrônica de Educação Matemática
ISSN
1981-1332
Página(s)/e-location
1–22
Idioma(s)
pt, en
Fonte
Fonte
Florianópolis
16
1
16
1
Resumo
Este artigo explorou o potencial de duas atividades de base cultural no ensino-aprendizagem do item nº 1 do tópico 1.4.1 do Programa de Geometria Analítica II do primeiro ano de Matemática da Escola Superior Pedagógica do Bié, referente à circunferência. Foi seguida a abordagem ligada a Etnomatemática, reconhecendo a sua relação com a perspectiva histórico-cultural de Vygostsky. O contexto sociocultural do estudo foi o município do Cuito, na Província do Bié em Angola. Objetivou-se em identificar artefatosculturaispara a melhoriado processo de ensino-aprendizagem da Geometria, enfatizando o estudo da circunferência. O estudo foi encaminhado de modo a dar resposta à seguinte questão científica: qual é o potencial dosartefatos culturaispara o ensino da Geometria, com ênfase a circunferênciano Município do Cuito? Com a síntese de referência sobre a Etnomatemática, enfatizou-se a sua importância no desenvolvimento de ações para a área da Educação Matemática que permitem contextualizar os conteúdos académicos abordados na sala de aula numa dimensão sociocultural. Os dados recolhidos através dos métodos aplicados foram interpretados matematicamente pelos alunos com a mediação do professor com vista a extração dos conhecimentos geométricos escondidos nestas atividades. Ao longo do desenvolvimento das atividades relacionadas com o estudo da circunferência notaram-se as potencialidades destes artefatos, uma vez que os alunos se sentiram motivados ao incluirelementos que fazem parte dos seus contextos com relevantes componentes matemáticos, dando um novo olhar ao seu ambiente cultural e um sentido nas suas próprias aprendizagens.
This article explored the potential of two cultural based activities in the teaching-learning of item No. 1 of topic 1.4.1 of the Analytical Geometry II Program of the first year of Mathematics at Escola Superior Pedagógica do Bié, referring to the circumference. The Ethnomathematics approach was followed, recognizing its relationship with Vygostsky's historical-cultural perspective. The socio-cultural context of the study was the municipality of Cuito, in the Province of Bié in Angola. The objective was toidentify cultural artifacts to improve the teaching-learning process of Geometry, emphasizing the study of circumference. The study was carried out in order to answer the following scientific question: what is the potential of cultural artifacts for the teaching of Geometry, with an emphasis on circumference in the Municipality of Cuito? With the reference synthesis on Ethnomathematics, its importance was emphasized in the development of actions for the area of Mathematics Education that allow contextualizing the academic contents addressed in the classroom in a sociocultural dimension. The data collected through the applied methods were mathematically interpreted by the students with the mediation of the teacher in order to extract the geometric knowledge hidden in these activities. Throughout the development of activities related to the study of circumference, the potential of these artifacts was noted, since students felt motivated to include elements that are part of their contexts with relevant mathematical components, giving a new look to their cultural environment and a sense of their own learning.
This article explored the potential of two cultural based activities in the teaching-learning of item No. 1 of topic 1.4.1 of the Analytical Geometry II Program of the first year of Mathematics at Escola Superior Pedagógica do Bié, referring to the circumference. The Ethnomathematics approach was followed, recognizing its relationship with Vygostsky's historical-cultural perspective. The socio-cultural context of the study was the municipality of Cuito, in the Province of Bié in Angola. The objective was toidentify cultural artifacts to improve the teaching-learning process of Geometry, emphasizing the study of circumference. The study was carried out in order to answer the following scientific question: what is the potential of cultural artifacts for the teaching of Geometry, with an emphasis on circumference in the Municipality of Cuito? With the reference synthesis on Ethnomathematics, its importance was emphasized in the development of actions for the area of Mathematics Education that allow contextualizing the academic contents addressed in the classroom in a sociocultural dimension. The data collected through the applied methods were mathematically interpreted by the students with the mediation of the teacher in order to extract the geometric knowledge hidden in these activities. Throughout the development of activities related to the study of circumference, the potential of these artifacts was noted, since students felt motivated to include elements that are part of their contexts with relevant mathematical components, giving a new look to their cultural environment and a sense of their own learning.
Descrição
Palavras-chave
Artefatos culturais, Etnomatemática, Ensino da circunferência, Contexto sociocultural do Cuito-Bié, Cultural artifacts, Ethnomathematics, Teaching circumference, Sociocultural context of Cuito-Bié
Citação
CASSELA, Ezequias Adolfo Domingas; AVELINO, Pedro Chimbinda. Artefatos socioculturais do Cuito/Bié-Angola para o ensino da geometria - a circunferência numa perspectiva da etnomatemática. Revemat: Revista Eletrônica de Educação Matemática, Florianópolis, v. 16, n. 1, p. 1–22. 2021. https://doi.org/10.5007/1981-1322.2021.e79896. Disponível em: https://periodicos.ufsc.br/index.php/revemat/article/view/79896/46547. Acesso em: 2023-09-18