Construindo pontes para o aprendizado: etnomatemática e interdisciplinaridade no conteúdo sobre medidas de área no ensino fundamental
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| Publication Date: | 2025 |
| Format: | Master thesis |
| Language: | por |
| Source: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/10189 |
Summary: | This dissertation aims to investigate how approaches based on ethnomathematics and interdisciplinarity can be applied in mathematics teaching, seeking to promote a more meaningful understanding of the content related to area measurement. A central aspect of this research involves the development of a guide entitled “Building Bridges for Learning: Ethnomathematics and Interdisciplinarity”, which describes the research results and provides a framework for applying this approach in other educational contexts. The guiding question of this study is: “How can approaches based on ethnomathematics and interdisciplinarity be applied in mathematics teaching to promote knowledge about area measurement?” To answer this question, the research draws on the ideas of Ubiratan D’Ambrosio (1998), one of the main scholars of ethnomathematics, and on the reflections of Edgar Morin (2000; 2010) regarding interdisciplinarity. The methodology adopted is an ethnographic qualitative approach developed through participant observation with 9th-grade students in elementary school. Data collection was carried out through observation scripts, field diaries, and audio and video recordings. Data analysis involved transcription, coding of notes, and data triangulation to identify patterns and recurring themes emerging from teaching and learning practices. The initial procedures included a review of theses and dissertations, which helped identify relevant studies for the topic. These studies provided an overview of the state of the art of research on ethnomathematics and interdisciplinarity in mathematics education, as well as possible directions and challenges for the ongoing investigation. The results reveal specific difficulties faced by students, such as understanding abstract concepts and applying mathematics to everyday situations. However, ethnomathematical practices have proven effective in making teaching more concrete, especially for students from different cultural backgrounds. Interdisciplinary strategies, in turn, have increased students’ interest and motivation, promoting a more collaborative and engaging learning environment. It is expected that this research will contribute to the application of the studied approaches, resulting in better performance in mathematics within more inclusive practices that respect and integrate cultural diversity into the school curriculum. It is concluded that the integration between ethnomathematics and interdisciplinarity represents a promising path to transform mathematics education into a more critical, meaningful, and socially connected practice, strengthening the role of the school as a space for dialogue among different forms of knowledge and for valuing diversity. Furthermore, this research is expected to provide insights for teacher training, encouraging the adoption of more innovative and contextualized pedagogical practices that value students’ diverse knowledge and experiences. As an outcome of this research, an educational product was developed in the form of a pedagogical guide entitled “Building Bridges for Learning: Ethnomathematics and Interdisciplinarity.” The guide systematizes the experiences developed throughout the research and presents methodological guidelines, lesson plans, and activity proposals focused on the teaching of area measurement, articulating mathematics, cultural heritage, and interdisciplinarity. This product aims to support Basic Education teachers in the implementation of contextualized pedagogical practices and can be adapted to different school and sociocultural contexts. It is available (http://educapes.capes.gov.br/handle/capes/1174434). |