Os pontos que conectam a matemática ao Crochê: entrelaçando uma relação pedagógica na perspectiva da Etnomatemática

Abstract

Crochet is an artisanal technique that uses only thread and a hook-tipped needle. The pieces produced are interwoven with mathematical concepts through overlapping stitches, grouping methods, stitch sizes, chart and information reading, shapes, and the ongoing counting process. In this context, the present research, with a qualitative approach, posed the following investigation question: “What contribution can the making of crochet pieces offer to the teaching and learning process of mathematical concepts with Basic Education students?” Thus, our objective was “to investigate the mathematical knowledge involved in the making of crochet pieces in a school context.” For data collection, a didactic sequence was developed with students from a public school located in Socorro, in countryside of the state of São Paulo, in which they learned to make crochet pieces, enabling the investigation of mathematical concepts related to this cultural practice. The Educational Product was developed based on this Didactic Sequence and the experiences gained during its development with the research participants, aiming to inspire other educators through the pedagogical practice presented. Data were collected through photographic records, videos, oral records from the participants, as well as the researcher’s field diary, and analyzed using Units of Analysis. The theoretical framework was based on the perspective of Ethnomathematics, which values mathematical knowledge present in different cultural and social practices. The results indicate that the practice of crochet enabled the identification and exploration of various mathematical concepts, such as counting, patterns, measurements, proportionality, and spatial organization. In addition to being implicit in the making of the pieces, these concepts were perceived, discussed, and reconstructed in meaning by the participants during the activities. Thus, these findings may indicate that crochet, as a cultural practice, has the potential to provide a valuable context for the teaching and learning of Mathematics in Basic Education, in line with the assumptions of Ethnomathematics, by recognizing and valuing mathematical knowledge produced in different cultural contexts.