The indigenous populations are owners of mathematical knowledge typical of their own culture, which is used in various manual activities, such as the production of handicrafts and others. Given the existence of this knowledge, this study was carried out according to the principles of Ethnomathematics, considering the geometric elements present in a basket produced by the Akwē-Xerente indigenous people, in order to ask: what mathematical local knowledge be evidenced in indigenous baskets? and aiming to present possibilities of educational practices for teaching Euclidean Plane Geometry mediated by digital technologies based on the geometric elements identified, establishing a relationship between school mathematical knowledge and traditional knowledge. The research was conducted from a qualitative descriptive approach based on ethno-investigation as a descriptive resource of the geometric figures contained in an artifact belonging to an indigenous social group. The meticulous analysis of the geometries presents in the object of this study through the GeoGebra Software allowed exploring other technologies and potentialities involving the teaching and learning of mathematics. As such, the mathematical knowledges of indigenous populations foment new teaching and learning practices that value cultural knowledges and the use of digital technologies.
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