Abstract
Renaissance Lace, a typical cultural expression of the northeastern hinterland of Brazil, represents a rich source for the study of mathematics. This work aims to show the possibilities of using Renaissance Lace didactically for teaching mathematics and for valuing traditional knowledge transmitted between generations. The study has a qualitative approach and is part of a research project linked to the Institutional Program of Scientific Initiation Scholarships (PIBIC), which proposes an articulation between mathematical knowledge and a cultural element produced in the Cariri region of Paraíba, investigating its pedagogical potential. The theoretical framework adopted is based on the studies of the mathematics educator Ubiratan D’Ambrosio on Ethnomathematics, as well as on the contributions of authors who address elements of local culture and crafts. The analyzed data allowed us to verify the potential of Renaissance Lace as an educational tool in the teaching of mathematical concepts, especially those related to geometry.