Toy Rescue from an Ethnomathematics Perspective

Toy Rescue from an Ethnomathematics Perspective

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Estélen Wolff Freitas

Juatificative and theoretical contributions

My pedagogical practice is centered on the importance of play, seeking to rescue the values ​​of toys and games that parents / grandparents of students experienced in the past. I think this theme is directly linked to the reality in which my students are experiencing at this time. Our school is prevented from giving students those minutes of recess because we are going through a building extension period. In view of this, the courtyard that was once “overrun” by students who were “thirsty” for play now gives room for noisy trucks, patrols and general building materials. The only vacant space, by the end of this school year, is at the entrance of the school, which may regulate the size of a classroom.

As (MONTEIRO, 2004, p.440) reports it is in this experiential context that we should try to identify the uses and practices of mathematical knowledge present there, as well as the interpretation that individuals make of these practices and knowledge. According to the author, the cultural plurality of a group is evidenced in the students' daily lives, in their differences and proximity in the ways of solving their problems; Thus, it is essential that the teacher as well as the pedagogical team of the school turn with a critical eye to the daily life in which they are inserted. (idem, p.441)

I agree when the author stresses that the school's pedagogical staff must also take a critical look at the students' situation, as many teachers end up taking on the problems of a context that, in reality, has to be taken up by the entire school community. Work has more effect and issues can be better resolved when everyone is engaged.

In view of all this reality, I aim to develop a project aimed at the rescue of toys that were used by parents / grandparents in their childhood. So I thought I could reconcile this idea and bring it into the classroom, trying to meet the need for this play and even the violent play that is part of the cultural reality of these students. "Incorporating culture into the lives of students in pedagogical practices is being analyzed in various theorizations as one of the possibilities to build a curriculum that seeks social inclusion." (Schmitz, 2004, p. 411)

Why, then, rescue these toys that were once used and even made in the backyard of the house and today are so forgotten in this context? Because the school is located in a suburban neighborhood, the games experienced by our students are very focused on violence. I think that by bringing out some of these toys, I can at least provide moments when students discover other interesting games and also provide pleasure.

From these arguments, I underline a statement made by (D'AMBRÓSIO, 2004, p.46) where it says that, naturally, in all cultures and at all times, knowledge, which is generated by the need for a response to problems. and distinct situations, is subordinate to a natural, social and cultural context.

The present project has as theoretical contributions the field of Ethnomathematics and it “seeks to understand reality and reach pedagogical action in a natural way through a cognitive approach with a strong cultural foundation” (PCNs, 1998, p.33).

The term Ethnomathematics was proposed in 1975 by Ubiratan D'Ambrósio to describe the mathematical practices of cultural groups, whether they are a society, a community, a religious group or a professional class. These practices are symbol systems, spatial organization, construction technicians, calculation methods, measurement systems, deduction and problem solving strategies, and any other action that can be converted into formal representations. (D'AMBROSIO, 2002)

Transdisciplinarity is very present in the proposal I intend to develop, because, above all, we need these transactions between disciplines to enrich and deepen each content of this project.

Given these considerations the ethnomathematic program intrinsically brings a transdisciplinary attitude, resulting from another view of nature and reality, and which, from the confrontation of disciplines, brings new data engendering a new inter-foundation of these disciplines (D'AMBRÓSIO, apud AMMON, 2004, p.53).

To try to stimulate in these children the taste for healthier games that can very well be done inside a classroom, I intend to seek through this practice the rescue of toys by relating them to the studies I have been doing about ethnomathematics. For (FRANKSTEIN, 1997a, p.4) "mathematics occurs in contexts, integrated with other knowledge of the world".

I believe that a subject like this is of paramount importance, because the children need the games and why not enjoy the situation we are living in relation to space and unite some experiences from their family? I believe that with the implementation of this practice, students will give more value to certain games, because they will have the opportunity to create their own toys that will be part of our classes until the end of this school year.