Geometria nas aulas de matemática no ensino médio das escolas indígenas de palmeira dos índios

This work is the result of a case study, which has as its general objective to understand how the teaching of geometry is contextualized in high school at an indigenous school in Palmeira dos Índios, Alagoas. Thus, this work is characterized as exploratory, developing from the following problem: how is geometry contextualized in an indigenous school inPalmeira dos Índios? To this end, we sought theoretical support in the studies of Masola; Vieira; Allevato (2016), who argue that the specific knowledge of a given area must be transposed to the pedagogical field, that is, (re)contextualized; we resorted to Mendes (2013), because we consider relevant his studies on levels of contextualization of mathematics teaching and Proença (2021) because he defends the use of games as a strategy for developing mathematical models. However, the results of this researchdemonstrate that the teaching of geometry tends to present a traditional classical didactic organization, marked by the difficulty of working from an intercultural perspective. Although indigenous peoples paint geometric patterns on their bodies and in their crafts, the possibility of working with contextualized geometric knowledge based on art produced in their community is often disregarded, with Eurocentric culture prevailing as the pedagogical reference.