https://repositorio.uema.br/jspui/handle/123456789/2221 2026-09-21T23:42:35Z https://repositorio.uema.br/jspui/handle/123456789/6776 Título: O jogo mancala no ensino de operações com números naturais: uma proposta pedagógica fundamentada na valorização da cultura africana Abstact: The appreciation of African culture within the school context represents an important challenge for Brazilian Basic Education, especially following the enactment of Law No. 10,639/2003, which made the teaching of Afro-Brazilian and African History and Culture mandatory throughout the school curriculum. In this context, Mathematics is also called upon to contribute to the implementation of this legislation through pedagogical practices that connect the learning of mathematical knowledge with the recognition of the historical and cultural contributions of African peoples. Therefore, this study aimed to develop a pedagogical proposal that articulates the use of the African game Mancala with the teaching of operations with natural numbers in the 6th grade of Elementary School, promoting the appreciation of African culture within the context of Mathematics Education. The research is characterized as qualitative and bibliographical, developed through the survey and analysis of books, scientific articles, dissertations, theses, and papers published in Mathematics Education events. As a final result of the study, a pedagogical proposal was developed for the 6th grade of Elementary School, structured into four lessons and grounded in the pedagogical intervention stages with games proposed by Regina Célia Grando. The proposal integrates historical and cultural aspects related to the African continent with the development of mathematical knowledge associated with addition, subtraction, multiplication, and division operations, in accordance with skill EF06MA03 of the Brazilian National Common Curricular Base (BNCC). It is concluded that the Mancala game has the potential to serve as a didactic resource capable of fostering meaningful mathematical learning while simultaneously contributing to the appreciation of African cultural heritage and the strengthening of educational practices aligned with the principles of ethnic-racial education 2027-07-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5945 Título: Ensino da geometria: contribuições da história da matemática para uma proposta pedagógica nos anos finais do ensino fundamental Abstact: This qualitative study, based on bibliographic research, investigated the relevance of the history of mathematics as a teaching tool for geometry in the final years of elementary school. The current scenario of geometry teaching is marked by challenges in understanding spatial concepts and practical application, often resulting in student demotivation. The main objective of this monograph was to analyze how historical contextualization can enrich pedagogical practice, making geometry more meaningful and less abstract. To this end, we studied the contributions of several authors who advocate the use of the history of mathematics to overcome epistemological and didactic obstacles. The analysis showed that the history of mathematics not only contextualizes the origin of geometric concepts, such as the Pythagorean theorem or non-Euclidean geometries, but also brings students closer to mathematics by showing the path of knowledge. As a result, a structured pedagogical approach is proposed that integrates historical narrative with the exploration of geometric concepts, aiming at more critical, reflective, and engaging learning. It is concluded that the use of the history of mathematics is a powerful and innovative methodology capable of significantly improving the teaching-learning process of geometry 2025-01-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5944 Título: Uma proposta pedagógica com resolução de problemas para a construção de uma educação financeira no ensino médio Abstact: Contemporary society, shaped by the capitalist system, has encouraged disordered consumption practices, often disconnected from the satisfaction of real needs. The facilitated access to credit, especially through credit cards, contributes to the increase in Brazilian household indebtedness, highlighting the lack of solid financial education. In this context, this study aims to investigate the advantages of using the Problem-Solving methodology in building knowledge related to Financial Education for high school students. The research is based on the hypothesis that, by working with real and contextualized situations, students will be able to critically reflect on their consumption practices and develop skills that assist them in making more conscious and sustainable financial decisions. To this end, the study proposes to identify research on financial education in high school, recognize studies that apply the problem-solving methodology, elaborate a pedagogical proposal articulating both fields, and implement it in a high school setting. Data collection will be carried out through interviews, questionnaires, student notebooks, field diaries, and recordings, enabling the analysis of the characteristics of a pedagogical proposal focused on teaching and learning financial concepts. The relevance of this research lies in the growing indebtedness of the Brazilian population, associated with the indiscriminate use of credit cards and the low level of financial literacy, which reinforces the need for educational practices that promote ethical, social, and environmental values. It is expected that the Problem-Solving methodology will contribute to the contextualization of Financial Mathematics, bringing it closer to students’ realities and fostering the formation of critical, responsible, and socially conscious citizens 2026-01-07T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5428 Título: Uma proposta pedagógica com modelagem matemática para o ensino de funções no Ensino Médio Abstact: This paper presents a pedagogical proposal for teaching functions in high school, using mathematical modeling as a central methodology. Based on a theoretical review, I discuss the foundations, importance, and historical development of mathematical modeling in Brazilian education, drawing on authors who advocate for a contextualized and meaningful pedagogical practice. The didactic proposal was structured in three lessons and implemented in a classroom setting with Educação de Jovens e Adultos (EJA) classes, aiming to bring mathematical content closer to the students9 realities. I sought to promote teaching that was more critical, participatory, and connected to students9 experiences, fostering the understanding of concepts through real-world problem-solving. The research adopted a qualitative approach, including a bibliographical survey and the development of a teaching sequence based on mathematical modeling. The lessons were planned based on curricular guidelines, such as the Base Nacional Comum Curricular (BNCC), and guided by theoretical frameworks that value active learning and student empowerment. The classroom experience demonstrated the potential of modeling as a strategy to make teaching functions more accessible, engaging, and relevant for EJA students 2025-07-16T00:00:00Z