Os saberes etnomatemáticos dos tecelões de redes de dormir de Jaguaruana/CE e o contexto educacional: entrelaçando uma proposta de ação pedagógica para o ensino e aprendizagem da matemática com a teoria da objetivação
The present research had as general objective to investigate the contributions of the ethnomathematical knowledge of the weavers of sleep networks of the municipality of Jaguaruana / CE that favor the elaboration of a proposal of pedagogical action for the teaching of Mathematics in Basic Educati...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/27652 |
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| Resumo: | The present research had as general objective to investigate the contributions of the
ethnomathematical knowledge of the weavers of sleep networks of the municipality of
Jaguaruana / CE that favor the elaboration of a proposal of pedagogical action for the teaching
of Mathematics in Basic Education, highlighting the oral reports of the architects in harmony
with the objects of knowledge, abilities and Thematic Units of Mathematics of the Basic
Education of the National Curricular Common Base (BNCC). It is a qualitative research, with
an ethnographic approach, centered on D'Ambrosio's (2011) ethnomathematical conception
and on the didactic methodological conduction of the principles of the sociocultural learning
theory of Radford's Objectivation (2006). Given the data collected in the field research carried
out with the cultural group of the weavers of Jaguaruana / CE, the Educational Product was
built the ethnomathematical knowledge of weavers: weaving networks of teaching and
learning of Mathematics with the Theory of Objectivation, which was applied and validated
by the teachers of Mathematics of Elementary School of the municipal network in a
continuous formation. The deferment of the proposal of pedagogical action arises through the
percentage of 93% of the teachers who evaluated the work above the good parameter, with a
tendency towards excellence, as well, considering the Educational Product applied as
approved. Thus, the wealth of mathematical knowledge derived from this work, such as
procedures of equivalence, proportionality, interdependence, variation and approximation, is
also perceivable, in addition to the relevance of the school to respect the elements of the
students' cultural context, since such recognition provides the reliability and value of their
knowledge. |
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