Etnomatemática e tecnologias digitais: ticas de matema para o ensino da matemática do 5º ano – um olhar para grandezas e medidas

Abstract

This dissertation is linked to the Professional Postgraduate Program in Education at UFFS/RS, in the line of Research in Pedagogical Processes, Policies and Educational Management. Its goal is to analyze the contributions of Ethnomathematics and relate this ethnomathematical knowledge with the mathematical content worked in the classroom. Its objective is to investigate and identify “tics of mathema” based on the oral history of a farmer, taking into account contributions from Ethnomathematics and the activities developed on a daily basis, which can assist in teaching 5th grade Mathematics, more specifically in the content of Quantities and Measurements, its integration with Digital Technologies and with the BNCC and RCG documents, in order to answer the following question: What contributions can Ethnomathematics present for the discussion of Quantities and Measurements in the 5th grade in integration with Digital Technologies? For this qualitative dissertation work, field research was used as a methodology that included semi-structured interviews and observation for data collection, with the subject being a farmer from the North region of Rio Grande do Sul, and the documentary research that took place based on the analysis of the following documents referring to the component, Mathematics and Digital Technologies: National Common Curricular Base (2017), Rio Grande do Sul Curricular Reference (2018) and Curriculum Matrice (2023). The organization and analysis of the data was through Discursive Textual Analysis and a posteriori categorization by Bardin (2011). In the first category, it was possible to recognize the Tics of Mathema performed by the farmer in his daily life and relate them to the contents of Quantities and Measurements of the 5th year, such as area, capacity and volume. The second category relates the farmer's knowledge with Digital Technologies and their use in the classroom, and the third category presents interdisciplinary nuances that permeate the subject's rural context and can be contextualized with the disciplines in the classroom, showing the evident presence of Ethnomathematics. From the research, it was possible to observe that Ethnomathematics has a lot to contribute to the teaching of Mathematics by providing richer, more creative, dynamic and critical classes in the sense of recognizing other ways of thinking about mathematics that exist in our society, as proposed by the BNCC and RCG documents. In the results, we highlighted several situations that demonstrate academic mathematics worked in a different way, such as calculating the volume of a log, a board, perimeter and capacity, everyday activities that reveal “tics of mathema” from the subject's rural context, which can be supported by academic theories of Mathematics Education. This dissertation presents an Educational Product, which constitutes a Pedagogical Proposal to develop activities that integrate Ethnomathematics and Digital Technologies in the exploration of Quantities and Measurements in the 5th year of Elementary School - Initial Years.