Etnomatemática e metodologias ativas: uma busca por tornar o processo de ensino-aprendizagem da matemática ainda mais significativo.

Abstract

Educational trends must adapt to the demands of society. In a world that increasingly requires creativity and problem-solving skills, it is necessary to train active and critical citizens. For this, one of the possible alternatives is to use Active Methodologies in the elaboration of lesson plans, in order to place the student as the protagonist of the teaching-learning process. This Course Conclusion Paper (CCP) investigates the concepts of Active Methodologies, Ethnomathematics and Interdisciplinarity, as well as the difference between "Exercise" and "Problem" in the mathematical context. Examples of active methodologies and suggestions for strategies to apply them in the classroom will be presented. The central objective of this CCP aims to bring greater meaning to the study of the concepts of regular polygons and their relationship with other areas of knowledge, in particular with Biological Sciences. To this end, it presents a mathematics lesson plan, focused on the Final Years of Elementary School, based on Ethnomathematics and one of the strategies of active methodology, Project-Based Learning or Problems. Among the results obtained, it is noteworthy that Active Methodologies, in addition to bringing results similar to those of a traditional class, also allow the development of self-confidence, self-esteem and student autonomy. More than that, the results showed that, by stimulating students' critical thinking in relation to the world they live in, the educator shows students that everyone has a role in society and that, with knowledge, a prepared and strong teaching team, the school community can mobilize large masses and make a difference.