Etnomatemática no garimpo: uma proposta de ação pedagógica para o ensino e aprendizagem de matemática na perspectiva da resolução de problemas

• Ano de defesa: 2018
• Autor(a) principal: Lima, Freudson Dantas de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO DE CIÊNCIAS NATURAIS E MATEMÁTICA
• Palavras-chave em Português: Etnomatemática; Garimpo; Resolução de problemas; Produto educacional; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA: ENSINO DE CIÊNCIAS NATURAIS E MATEMÁTICA
• Link de acesso: https://repositorio.ufrn.br/jspui/handle/123456789/25793

The present study aims to understand the knowledge and practices of a group of miners who develop their work activities in two mines located in the rural area of the municipality of Parelhas / RN, aiming to investigate, under the light of Ethnomathematics, the signs of mathematical knowledge that are used by these workers, during the process of extraction and commercialization of minerals, with the intention of elaborating a proposal of pedagogical action for the teaching and learning of Mathematics in Basic Education. In order to contemplate these objectives, we are based on the assumptions of Ethnomathematics, the conception of Ubiratan D'Ambrosio, besides other researchers aligned to this theme and teaching and learning methodology through Troubleshooting. In the methodological field, some elements of Ethnography were used, such as the field diary, video recording, semi-structured interview and participant observation. Based on the analysis of the data collected, an Educational Product (Activity Notebook) entitled Saberes e Fazeres no Garimpo: situações-problema para o ensino de Matemática na Educação Básica. In this context, the mentioned pedagogical action proposal was applied to a group of the third year of High School of the State School Monsenhor Amâncio Ramalho, located in the city of Parelhas / RN, under the perspective of teaching and learning methodology through Troubleshooting. As a result of the intervention, students started to have an active and effective participation in the construction of mathematical concepts during the process of solving the problem situations inherent in the socio-cultural context of the mining, understanding and valuing the different ways of understanding and dealing with mathematics that are manifested in out-of-school settings. In view of the results, we can indicate that it is possible to insert in the scope of Mathematics Education, proposals of pedagogical action that link the ethnomathematical knowledge of distinct social groups with problem situations to be worked through the methodology of teaching and learning through Troubleshooting.