O jogo africano Mancala e o ensino demMatemática em face da Lei 10.639/03

• Ano de defesa: 2011
• Autor(a) principal: Pereira, Rinaldo Pevidor
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: www.teses.ufc.br
• Palavras-chave em Português: Jogos de mancala; Ensino de matemática; Ensino de História e Cultura Afro-brasileira; Games of mancala; Teaching of mathematics; Teaching of History and Afro-Brazilian Culture; Oware - Jogo; Jogos de tabuleiro - Espírito Santo-Estado; Jogos no ensino de matemática - Espírito Santo - Estado; Jogos no ensino de história - Espírito Santo-Estado; Cultura afro-brasileira - Estudo e ensino - Espírito Santo - Estado; Brasil.; Lei Nº10.639 - Janeiro de 2003
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/3223

This research deals with the teaching of mathematics and the implantation of the law 10.639/03 in this field of knowledge. So, we study the possibility to use the African tray game named Awalé of the family of the Mancala as a metodological resource of mathematical teaching and learning, associated to the teaching of history, African and afro-Brazilian cultures. This is an intervention research, a qualitative approach, with semistructuralized interviews and pedagogical actions in classroom. Mancala is a mathematical game with logical, millenarian base in Africa, whose structure of movements of capture and defense of its parts is deeply rooted in mathematical concepts, cultural and philosophical African practices. The subjects of the research are the pupils of the Municipal School of Basic Education, Heloísa Abreu Júdice de Matos and Manoel Mello Nephew, from the cities of Vitória and Cariacica in Espirito Santo, where I work as a mathematics teacher. The motivation for the research was given for the necessity to improve the performance of my pupils in mathematics and to fulfill the determination of the law 10.639/03. In this direction, we carried out the intervention by means of a set of pedagogical practices with the game in classroom where we conclude in the research that the practice of the game promoted interactive lessons and contributed for the change of position of the teacher in classroom in a perspective of learning and relearning how to teach math. It also contributed for the construction of knowledge in the field of the teaching of mathematics, history and Afro-Brazilian culture. It still promoted motivation for the mathematical learning and the increase of self-esteem among the pupils in relation to the black, the black being and our culture. We consider that this work can contribute for the formation of teachers in mathematical Africanesses, considering the difficulty that this field of knowledge has presented for the implantation of Law 10.639/03 due to a universalist conception of the mathematical language, that being thus, would be out of the teaching of history and Afro- Brazilian culture.