This Course Completion Work addresses the application of Ethnomathematics
in civil construction, focusing on the mathematical knowledge used by masons.
The objective of the research was to identify and understand this informal
knowledge, as well as to explore the relationship between them and the formal
Mathematics taught in the classroom. The adopted methodology involved
document analysis, bibliographic review and an interview with a professional in
the area. The results revealed the diversity of the masons' mathematical
knowledge, including area and volume calculation, practical geometry,
measurement calculation and budget planning. The ethnomathematics
perspective proved to be relevant to value this knowledge and promote a more
inclusive and contextualized Mathematics Education. The work's contributions
include valuing the masons' knowledge, improving teacher training and
promoting a more conscious professional practice. It is recommended that this
knowledge be valued in civil construction, the promotion of an ethnomathematics
perspective in teaching and further studies in this area.
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