INTERLOCKING KNOWLEDGE: INDIGENOUS CULTURE AND PLAYFUL MATHEMATICS IN THE LEARNING OF THE KARUAZU PEOPLE

Abstract

Mathematical knowledge is something that is constantly changing, always seeking to improve in the face of new developments. Thus, its understanding needs to be refined so that teaching mathematics in the context of the indigenous culture of the Karuazu people can reach more students through pedagogical strategies. This research resulted from an investigation in the Intercultural Indigenous Degree Course in Mathematics, part of the Intercultural Indigenous Degree Program of Alagoas - CLIND/AL, developed by the State University of Alagoas - UNEAL. The research aims to verify the interconnection of school mathematical knowledge with the Karuazu indigenous culture from the perspective of teaching mathematics through play. Thus, the Karuazu ethnic diversity can be worked on in mathematics classes through the practice of playful activities, opening spaces for the formation of the identity of these students in the face of new learning in mathematics with planned and rethought actions so that everyone can be included in the learning process. To develop this study, a bibliographic review was initially carried out covering fundamental concepts of mathematical knowledge and the relationship with playful teaching of mathematics aimed at the Karuazu people. The theoretical framework was based on D'Ambrósio (2000) and (2002). The work had a qualitative approach of the descriptive participant type and used, to achieve the objectives, a field research with a semi-structured questionnaire as an instrument.