A PRÁTICA DE TRANÇAR CABELOS E SUA CONTRIBUIÇÃO PARA O ENSINO DE MATEMÁTICA NA EDUCAÇÃO DO CAMPO

Abstract

The article aims to identify, within an ethnomathematical perspective, knowledge present in the practice of braiding hair and its potential for mathematics education, relating the hair braider’s mathematical knowledge and the school mathematics. To achieve these objectives, we drew inspiration from the methodology of autobiographical narrative research, through the author's experience as a hair braider and a student in the rural education degree program with a focus on Mathematics, where she observed mathematical knowledge in the practice of hair braiding and related it to school mathematical knowledge. The theoretical framework is based on the principles of Ethnomathematics and Rural Education, as well as the text of Federal Law 11,645/2008. Based on the results of this research, we conclude that the practice of braiding hair mobilizes mathematical knowledge that can contribute to the teaching and learning process. It contextualizes some mathematical concepts discussed in school. Moreover, by incorporating this social practice of mathematizing into their classes, teachers can strengthen identity and reclaim Afro-Brazilian culture and history.

Keywords: Rural education. Ethnomatematics. Afro culture. Mathematics education. Braider