Geometria Plana e Cultura Africana: Uma Proposta de Ensino com Etnomatemática e Justiça Epistêmica

Abstract

This article presents a qualitative study with 8th-grade students from elementary school, which investigated the use of African Ethnomathematics in the teaching of Plane Geometry. Inspired by active methodologies such as PBL (Problem-Based Learning) and PjBL (Project-Based Learning), the intervention promoted the construction of tilings based on African geometric patterns. The goal was to analyze how Afrocentric pedagogical practices contribute to the reconstruction of geometric concepts and the promotion of epistemic justice, valuing historically marginalized knowledge. Grounded in historical-critical pedagogy (Saviani) and authors such as D'Ambrosio, Zaslavsky, Eliane Santos, and Huan Santos, the study revealed significant advances in student learning and engagement, demonstrating the potential of mathematics as a cultural, anti-racist, and emancipatory practice.