Banca de DEFESA: GEVANILSON TEIXEIRA BEZERRA

ELECTIVE IN AGRICULTURAL MATHEMATICS FOR HIGH SCHOOL: INTEGRATION BETWEEN GEOMETRY 

AND ETHNOMATHEMATICS IN THE RURAL CONTEXT

Agrarian mathematics. Ethnomathematics. Units of measurement. Contextualized teaching. Rural education.

This work aims to develop an elective subject entitled Introduction to Agrarian Mathematics, designed for high school students in the public education system of the state of Ceará, Brazil. The proposal arises from the observation that many students, even those from rural areas, are unfamiliar with the meaning and application of traditional agrarian units still used in their communities, such as braça (approx. 2.2 meters), palmo (approx. 22 centimeters), and légua (approx. 6 kilometers in Ceará), and tarefa (a traditional land area unit, approx. 3 025 min Ceará). The research is based on three fundamental pillars: geometry, as a field of mathematics applied to physical space; ethnomathematics, as an approach that values cultural knowledge; and agrarian mathematics, as a concrete expression of empirical rural knowledge.  The methodology includes a theoretical review based on authors such as D’Ambrosio, Boyer, Freitas, and Silva, as well as the analysis of guidelines from BNCC, LDB, and PCNs, which emphasize the importance of contextualized and culturally significant education. The resulting educational product is a complete didactic material composed of 4 class meetings organized into modules that address contents such as length and area measurements, International System units, traditional agrarian units, perimeter, area calculations of plane figures, and the use of automated spreadsheets. The proposal also includes the integration of technologies such as Excel and Google Earth to support mathematics teaching in contextualized situations. The elective subject aims not only to develop the mathematical competencies established by the BNCC but also to strengthen the connection between school and community, promote the value of local knowledge, and foster the development of critical and territorially aware students. By articulating theory and practice, tradition and innovation, this work offers a meaningful contribution to mathematics education in rural contexts and promotes a more inclusive, equitable, and culturally rooted educational approach.