Canva como plataforma digital para produção de material didático de geometria aliado à etnomodelagem para a prática docente na educação escolar indígena em Caucaia-CE

Abstract

The current scenario of Tapeba Indigenous Education in contemporary times is one of seeking to perpetuate its cultural roots without students being deprived of a common basic education. Ethnomodeling emerges as a teaching methodology that values knowledge of the student's culture. Combined with the use of the Canva graphic design platform to create teaching materials, Ethnomodeling emerges as a possibility to contribute to geometry classes in schools in Tapeba. Therefore, the objective of this research is to investigate alternatives for teaching geometry using Canva to produce didactic sequences in light of curricular guidelines for indigenous school education from the perspective of Ethnomodeling in Caucaia-CE. To this end, three specific objectives were established, namely: knowing the national and state curricular guidelines for building the curriculum for Indigenous Schools, with emphasis on Mathematics; analyze Ethnomodeling and its contribution to teaching; produce geometry teaching material for indigenous schools with the digital tool Canva. This is a design-type research, purposeful and classified as exploratory in relation to its objectives. As a result of the research, proposals for didactic sequences were developed as a final product, as well as their plans and activities, essential for the execution of the proposals. These were created with the Canva design platform, considering the Ethnomathematics present in the indigenous graphics of the Tapeba de Caucaia communities and mathematical modeling for problem solving, which together give rise to Ethnomodeling. It was concluded that it is possible to use Canva to create geometry teaching materials for 6th year elementary school classes at Tapeba Indigenous Schools, in which Ethnomodeling is the teaching methodology to be used.