Arquitetura indígena no espaço urbano: Dos traços urbanos aos traçados geométricos nas aulas de Matemática

Abstract

This research analyzes the pedagogical contributions departing from the indigenous architectural legacy present in the urbanization of Pocinhos-PB, related to the content of Flat Geometry in the teaching-learning process of students of Youth and Adult Education (EJA) in remote mathematics classes. The online research was carried out through the googlemeet platform, from the elaboration of a pedagogical proposal, contemplating several planned workshops, aimed at students enrolled in the 9th year, about indigenous architecture in the urban space, in order to approximate indigenous architectural forms with knowledge of flat geometry in mathematics classes. The interpretative analysis of the data, which were generated from documentary consultations of the Local Education Secretariat, semi-structured interview with three teachers, principal, school pedagogical coordinator, education secretary and eight students of the EJA, to contextualize this modality of teaching in the city of Pocinhos is part of the qualitative approach. The theoretical contributions to this discussion are based on the theorists who discuss Mathematics Education (D'AMBROSIO, 2012; BICUDO, 2005), teaching at EJA (GADOTTI and ROMÃO, 2011; PAIVA, 2015; MATTOS, 2018), the content of Geometry (GONÇALVES, GOMES and VIDIGAL, 2012; MACHADO, 2012), indigenous history in Paraíba (ANDRADE, 2012; GURJÃO and LIMA, 2021). As results, we observed that students and teachers, participants of the research, experienced a methodological proposal that stimulated the learning of eja students, whose activities, in addition to contemplating the content of geometry, allowed them to reproduce indigenous artifacts as Didactic Material and perceive the approximation of interdisciplinary knowledge between the disciplines of History and Mathematics. Keywords: Indigenous architecture. Flat Geometry. History. EJA. Interdisciplinarity.