INTERLOCKING KNOWLEDGE: indigenous culture and playful mathematics in the learning of the Karuazu people

cultura indígena e matemática lúdica na aprendizagem do povo Karuazu

Abstract

Mathematical knowledge is something that is constantly changing, always seeking to improve in the face of new developments. Thus, their understandings need to be refined so that the teaching of mathematics in the context of the indigenous culture of the Karuazu people can reach more students' learning through pedagogical strategies. This investigation resulted in the preparation of the Trabalho de Conclusão de Curso (TCC) in the Curso de Licenciatura Intercultural Indígena em Matemática part of the Programa de Licenciatura Intercultural Indígena de Alagoas - CLIND/AL developed by the Universidade Estadual de Alagoas – UNEAL. The research aims to verify the interconnection of school mathematical knowledge with the Karuazu indigenous culture from the perspective of mathematical teaching through play. Thus, Karuazu ethnic diversity can be worked on in mathematics classes with the practice of playful activities, opening spaces for the formation of these students' identities in the face of new mathematics learning with planned and rethought actions so that everyone can be included in the learning process. To develop this, initially, a bibliographical review was carried out covering fundamental concepts of mathematical knowledge and the relationship with the playful teaching of mathematics aimed at the Karuazu people. The theoretical contribution took as its starting point D'Ambrósio (2000) and (2002). The work had a qualitative approach of the participant descriptive type and used, to achieve the objectives, field research using a semi-structured questionnaire as an instrument. The results demonstrated that the integration of mathematical knowledge with playful teaching is a pedagogical approach that seeks to make mathematics learning more engaging and meaningful.