Tecelagem artesanal e o ensino de Ciências da Natureza e Matemática: a integração de saberes ancestrais e científicos no Ensino Médio

Abstract

This research aimed to explore the possibilities when integrating ancestral knowledge of traditional weaving with scientific and mathematical apprehension in high school education. It is a quantitative study, and intervention-type research focused on reflecting upon the decolonization of teaching. The research process involved four female teachers, one male teacher, nineteen students, and four weavers. It occurred through a teacher education program mediated by extension activities, which culminated in the design and implementation of a didactic sequence (DS), conceived as an Educational Product (EP). The results show the potential between integrating ancestral skills of traditional weaving and the curricular content as an alternative for decolonial educational practices. In this regard, the process of manufacturing and applying the ds, enabled student's, teacher's and weaver's engagement through a dialogical learning and reflection experience on the relationships between ancestral knowledge experienced in the students’ family, outside school context and the scientific knowledge acquired within it.