Banca de DEFESA: NICKSON DEYVIS DA SILVA CORREIA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : NICKSON DEYVIS DA SILVA CORREIA
DATE: 16/10/2023
TIME: 09:00
LOCAL: Sala de reuniões do Cedu
TITLE:

THE ETHNOMATHEMATICS OF AFRO-BRAZILIAN CULTURE: possible contributions in the learning of Mathematics and Afro-Brazilian culture of Basic Education students

KEY WORDS:

Interventional research; Afro braids; Afro-brazilian fashion; Teaching materials.

PAGES: 323
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

Starting from the guiding problem How does the insertion of Ethnomathematics, arising from elements present in Afro-Brazilian cultural manifestations, in Mathematics classes, contribute to the learning of Mathematics and Afro-Brazilian Culture of Basic Education students?, this research, developed in the Programa de Pós-graduação em Ensino de Ciências e Matemática (PPGECIM) of Universidade Federal de Alagoas (Ufal), aims to: 1) Understand which conception(s) Basic Education students have regarding Afro-Brazilian Culture and how they visualize the Mathematics exposed to them; 2) Identify possible existing Ethnomathematics in elements present in Afro-Brazilian cultural manifestations; 3) Develop didactic materials that make it possible to bring Ethnomathematics existing in elements present in Afro-Brazilian cultural manifestations to Basic Education students; 4) Organize the prepared teaching materials and their application scripts in a book to be made available online, which is the educational product resulting from the research. To meet these objectives and respond to the guiding problem, this research, of the qualitative type, with an interventional approach, had as its locus a school of the Public Education Network of the State of Alagoas, with the participation of 1st grade high school students and citizens practitioners of Afro-Brazilian culture. Because it is an interventional research, it is composed of pre-test, intervention and post-test. The pre-test consists of an initial diagnosis and a conversation wheel applied to participating students to achieve objective 1). Through the results of the pre-test, we set out to collect data, through semi-structured interviews, with citizens who practice Afro-Brazilian Culture who participated in the research to achieve objective 2). Through the results of the interviews, we developed three didactic materials that contemplate the objective 3) and applied to the participating students, being this part of the research intervention. The activities address the Ethnomathematics of Afro braids and Afro-Brazilian fashion. After the intervention, we applied the post-test, consisting of questions and subjective items to be completed by the students. By comparing the post-test with the pre-test, we can conclude that the students participating in this research developed an interest in learning and studying Mathematics, viewing it as a creative, living, dynamic discipline. About learning Mathematics, students expanded their understanding of the existence and application of Mathematics in everyday life, mainly in aspects of Afro-Brazilian Culture. In learning Afro-Brazilian Culture, students who initially could not name existing Afro-Brazilian cultural manifestations, learned not only about Afro braids and Afro-Brazilian fashion, but also learned a little about the history and meanings of Afro-Brazilian Culture. Brazilian culture, and types of music, dance and food considered Afro-Brazilian. Regarding the two Afro-Brazilian cultural manifestations worked with more intensity in the intervention, the students learned brief historical aspects, some types of braids, clothes, accessories, and some relationships with Mathematics exposed in the classroom. About the Ethnomathematics of Afro braids and Afro-Brazilian fashion, the students learned and/or improved their braiding techniques, to classify a piece of clothing according to its pattern and began to recognize that this knowledge derived from Afro-Brazilian Culture is Ethnomathematics and, therefore, use and allow the use of Mathematics exposed in the classroom. In view of this, we hope that this research will inspire other teachers and researchers to look more appreciatively at researching Afro-Brazilian Culture and working with their Basic Education students, emphasizing that there are customs and traditions commonly performed by them that come from the people African and, consequently, of the Afro-Brazilian Culture. We recognize that carrying out work and research like the one described here is a way of combating prejudices that were historically constructed and of recognizing black people and Afro-Brazilian Culture as something valuable to be considered, applauded, highlighted and a source of pride.

COMMITTEE MEMBERS:
Presidente - 2776343 - VIVIANE DE OLIVEIRA SANTOS
Interno(a) - 1049316 - CLAUDIA DE OLIVEIRA LOZADA
Externo(a) à Instituição - MÔNICA DE CÁSSIA SIQUEIRA - UFTM