Simetria nas estamparias afro-brasileiras: da visualidade à sala de aula

Abstract

This research is a study on the geometric aspects in African-Brazilian stamping, with an interface in ethnic-racial relations and its use in the teaching of mathematics at school. It aims to conduct an investigation into Afro-Brazilian geometric patterns and their potential use in a contextualized way in the teaching of symmetry, in elementary school mathematics, establishing relations with the law 10.639 / 2003, which indicates the obligation of teaching history and African and Afro-Brazilian culture in basic and higher education. With this research, it is intended to make use of Afro-Brazilian stamping, establishing a connection between Afro-Brazilian culture and the teaching of geometry in mathematics. Thus, to guide this process, we have the following question: How to establish relationships between Afro-Brazilian prints and their cultural meanings with the teaching of symmetry at the fundamental level? In this sense, the research is theoretically based on studies by Thompson (2011), which conceptualize culture and, based on these studies, we dialogue with Canclini (2008) on hybrid cultures; Farias and Mendes (2014) deal with culture in mathematical practices; Almeida (2017) studies traditional and scientific knowledge; Mignolo (2008) and Quijano (2010) deal with coloniality. As a methodology, we will approach ethnomathematics with the studies of D’Ambrosio (1996, 1997, 1999, 2005); Gerdes (2010, 2012); Vergani (2007); Fiorin (1995) and Barros (2005), with discursive semiotics. This leads to the understanding of the historical process of cultural relations related to ethnomathematics as a way to break with mathematics considered traditional, allowing other thoughts for its teaching.