Etnomatemática presente nas pinturas das casas da tribo Ndebele: identificando polígonos nas pinturas

Abstract

This study aimed to analyze how students in the final years of elementary school identify geometric patterns presente in the traditional paintings of the Ndebele people, relating Geometry to cultural and artistic expressions. The study was based on the understanding that Mathematics is constructed in different social contexts and can be taught more meaningfully when integrated with culture. The adopted methodology was qualitative, involving text reading, image analysis, video viewing, and the creation of paintings inspired by Ndebele artworks, in addition to a questionnaire to collect students’ perceptions. The results indicated that the participants were able to recognize polygons, identify geometric shapes in the artworks, and understand cultural elements related to the architecture and art of this people. Despite these advances, difficulties were observed in engaging a larger number of students in the proposed activities. However, the students who participated demonstrated development in geometric visualization and were able to perceive the presence of Mathematics in different cultural expressions, highlighting the relevance of contextualization for mathematics education.