Teaching geometry from the perspective of the Ethnomathematics Program in a quilombola school: possibilities and challenges ; O Ensino de Geometria Plana na perspectiva do Programa Etnomatemática em uma escola quilombola: possibilidades e desafios

The general objective of the study is to present the results of teaching and learning activities in plane geometry, from the perspective of the Ethnomathematics Program, carried out in a quilombola school. Specifically, we seek to reflect on the teaching of plane geometry from the perspective of Ethnomathematics; carry out pedagogical activities in geometry from the perspective of the Program and identify the contributions of applied pedagogical activities, allied to the quilombola reality. The activity was developed in three moments: initially, with concepts (reading, identification and understanding of plane figures); later was observation (images in nature, at home and in other spaces) and the third moment was pedagogical interaction (confections, discussions and classification of flat figures). The activity was carried out in the quilombola community Kalunga Ema, with students from the 5th and 6th grades of Elementary School. The study has a qualitative approach and for data collection we used participant observation and descriptive analysis. After identification and conceptualization, the construction of teaching materials was carried out with the students. It was evident that many students had difficulties in identifying and conceptualizing elementary items of plane geometry, as well as solving questions, even if simple and/or allied to their daily lives. After the activity with the proposed proposal and the oral assessment, it was found that most students were able to identify and understand concepts of plane geometry; the activities carried out generated greater interaction and contributed to the teacher-student relationship; the development of new methodologies contributes significantly to the continuing education of teachers who teach Mathematics; the construction of teaching materials with the students' protagonism proved to be significant, and finally, the set of activities allowed students to relate plane geometry to quilombola daily life and apply it in small community activities, such as vegetable ...