2025-09-172025-09-172023-10-31LOPES JUNIOR, José Erildo. Noções matemáticas nas mitológicas de Claude Lévi-Strauss. Orientador: Iran Abreu Mendes. 2023. 196 f. Tese (Doutorado em Educação em Ciências e Matemática) - Instituto de Educação Matemática e Científica, Universidade Federal do Pará, Belém, 2023. Disponível em: https://repositorio.ufpa.br/jspui/handle/2011/17734. Acesso em:.https://repositorio.ufpa.br/jspui/handle/2011/17734Mythical narratives portray a diversity of thoughts and interpretations about nature and culture. They can be interpreted in multiple ways in different sociocultural contexts due to their human character universalized in these narratives. It was with this understanding that we bet on the potential of an interpretative exercise of mythical narratives from the work The Mythological by Claude Lévi-Straus, in order to identify some mathematical notions that may emerge in the interpretation of these narratives and then point out correlations between mathematical notions implicit in each narrative, in order to answer the following questions: What mathematical notions emerge from these mythical narratives and how can they be explored in activities and problematizations for teaching? To obtain possible answers to our question, we carried out documentary, interpretative research supported by content analysis, selecting a block of narratives in the four volumes of The Mythological. To achieve our objective, we pre-analyzed the four volumes and selected twenty-two narratives, in which we deepened our interpretations in search of mathematical notions. We then created a block of teaching activities based on the selected narratives. Subsequently, we propose an interpretative exercise of the same narratives with a group of Basic Education students and teachers. From this context, this doctoral thesis proposes as a general objective to interpret mythical and mythological narratives in search of mathematical notions that can be explored to develop activities and problematizations for teaching. The research results pointed to the possibility of systematizing and exploring these mathematical notions through problematizations and teaching activities. After all the interpretation and analysis concluded, we point out the possibility of new studies to expand the dialogues between cultural knowledge and school knowledge, as well as in relation to other teaching methodologies in the classroom.Acesso AbertoMatemática-Estudo e ensinoEducação matemáticaPrática de ensinoDidáticaTeseCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA