CRAFTS AND ETHNOMATHEMATICS: THE DREAMCATCHER AS A DIDACTIC PROPOSAL FOR TEACHING SYMMETRY AND GEOMETRIC CONSTRUCTIONS IN THE 9TH GRADE

Abstract

This article presents a pedagogical intervention proposal for 9th-grade classes of Elementary School, grounded on Ethnomathematics and interdisciplinarity. The main objective consists of utilizing the "dreamcatcher" mandala, an artifact from the material culture of the Ojibwa indigenous people, as a didactic resource for teaching Plane Geometry and isometric transformations in the plane. Methodologically, the research adopts a qualitative approach with an exploratory character, outlining a workshop structured in four sequential stages: cultural awareness; analytical exploration of the object; instrumental practical execution; and collective reflection in a discussion circle format. The structural analysis of the artifact reveals an expressive geometric density, enabling the modeling and concrete manipulation of concepts such as circumference, inscribed regular polygons, homothetic transformation, and both axial and radial symmetries. Results indicate that the didactic transposition of material culture acts as a powerful catalyst for overcoming rigid formalism, transforming the classroom into a co-authorship space and allowing the resignification of metric error in weaving as a cognitive indicator. It is concluded that the symmetrical approach between academic knowledge and ethno-knowledge promotes an inclusive and humanized teaching practice, aligned with the National Common Curricular Base (BNCC) guidelines.