Do Papel ao Céu: A Confecção de Pipas como Estratégia para o Ensino de Geometria

Abstract

This article addresses kite making as an innovative strategy for teaching geometry, with the aim of investigating how this practical activity can facilitate the understanding of geometric concepts among students. For this purpose, four 50-minute classes were held, where students were able to explore geometric concepts such as shapes and angles during the kite making process. The theoretical framework is based on Yamazato (1999), Voce (1991), Queiroz and Melo (2011) who discuss the history of kites and their cultural relevance, in addition to the National Curricular Parameters - PCN (1998), which emphasize the importance of using concrete materials in teaching. The contributions of Domingues, Filho and Sturion (2020) and Wilton Nunes (2025) are also addressed, who highlight the positive perception of students regarding the use of manipulative materials for teaching angles. The results indicate that students demonstrated a significant improvement in their understanding of the geometric concepts covered, showing that practice can enrich learning. It is concluded that making kites not only makes learning more dynamic, but also promotes student engagement in mathematics.