O ensino da matemática na educação básica e a cultura africana: a simbologia Adinkra e a Lei nº 11.645/08

Abstract

The research contributes to the methodological processes of teaching Mathematics in elementary and high school education within private and public schools in Rio de Janeiro. Adinkra symbols are studied from the perspective of concepts related to reflection, rotation, and translation symmetries, as proposed by the National Common Curricular Base (BNCC, 2018) and further developed in the Basic Education curriculum. Adinkras are highlighted as artistic symbols, as they are recognized for their alignment with the appreciation of African cultures and histories, in accordance with Law No. 11,645/2008. Inspired by elements observed in nature, Adinkras are commonly found in the ideograms present in the daily lives of not only African peoples but also in Afro-Brazilian culture. Therefore, cross-disciplinary discussions on anti-racist actions are proposed as a way to value their significance in Brazilian society. Using the Design-Based Research (DBR) methodology, the pedagogical results experienced in the classroom led to the creation of the Educational Product "African Culture in the Teaching of Mathematics in Basic Education: Symmetry through Adinkra Symbolism." as a Teaching Guide for educators interested in expanding their projects related to this research theme. This guide was implemented by the researcher in a private school with final-years Elementary School classes, as well as by participating teachers who were invited to take part in this research.