Dissertação · 2026
Afroetnomatemática: interseção entre saberes de artesãs ludovicenses e o ensino de geometria
Referência (ABNT NBR 6023)
OLIVEIRA, Alice Cristina Martins de. Afroetnomatemática: interseção entre saberes de artesãs ludovicenses e o ensino de geometria. 2026. Dissertação (Mestrado) – UFMA, 2026. Disponível em: https://riufma.ufma.br/handle/riufma/29195.
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Resumo
This dissertation examines the Afroethnomathematics of the knowledge of artisans from São Luís, seeking to understand how this knowledge can interact with mathematics education, especially geometry teaching. The overall objective of the research is to analyze the potential of Afroethnomathematics for teaching geometry in an elementary school, based on the knowledge and practices of artisans, with the aim of developing an e-book with educational practices that articulate Afroethnomathematics and mathematics teaching in schools. The research begins with the following question: how can the knowledge produced by an Afroethnomathematical artisan from Maranhão be integrated into geometry teaching using an Afroethnomathematical approach? The study was conducted using a systematic review of the research available in the Brazilian Digital Library of Theses and Dissertations (BDTD), an analysis of the practices and productions of artisans from São Luís, and the development of pedagogical practices based on the National Common Curricular Base (BNCC) and the Afro-ethno-mathematical approach. The main bibliographic sources used were D'Ambrosio (2012), Cunha Júnior (2004; 2017), Rosa and Orey (2016), Gerdes (2007), among other authors who discuss Ethnomathematics and Afro-ethnomathematics. The work is organized into the following sections: the first presents the introduction and foundation of the research problem; the second discusses Afro-ethnomathematics applied in activities in the school context over the last 5 years; the third discusses epistemological aspects of ethnomathematics and Afro-ethnomathematics. The fourth section addresses the historicity of mathematics in African territories, with an emphasis on geometry, and its contributions, as well as its relationship with the school curriculum and the thematic axes of the BNCC (Brazilian National Curriculum Framework). The fifth section analyzes some of the artisan's pieces from the perspective of Afroethnomathematics. The sixth presents a description of the school where the application will be developed and the concept of the educational product that will emerge from the research. To date, the data collected highlight different dimensions of Afroethnomathematics applied to mathematics education. Activities that directly engage with geometric objects outlined in the BNCC were systematized, demonstrating the numerous possibilities for developing mathematical content in schools based on Afroethnomathematics. The research also uncovered the historicity of the first records of geometric reasoning in Africa, demonstrating that this continent contributed decisively to the development of mathematical thought. Finally, we are analyzing pieces produced by Afro-Ludovicense artisans, in which evidence of geometric concepts such as symmetry, proportionality, and the use of plane figures emerged, revealing the importance of these knowledge areas in the educational process and the relevance of their recognition in the school environment. These findings confirm that Afroethnomathematics can be an epistemological and pedagogical tool capable of addressing historical erasures and promoting culturally articulated educational practices.