Etnomatemática em foco: diálogo entre saberes e fazeres matemáticos em uma escola quilombola

Abstract

This research aims to investigate the knowledge and actions of teachers of the Elementary School in Escola Estadual Santo Isidoro. As reflection-provoking questions, we established: Is it possible to identify aspects of Afro-Brazilian culture in the Mathematics curriculum at the research locus? At what moments are they present? How are they approached and how are they articulated to Ethnomathematics and Quilombola Education? The dissertation was organized in multipaper format, consisting of an introduction chapter, three articles and a chapter with final considerations. The theoretical framework refers to what the theories explain about Ethnomathematics, its practices and, also, the Brazilian legislation on ethno-racial issues and Quilombola Education; to understand Ethnomathematics as a potential to value Afro-Brazilian and African culture in the students’ everyday life, creating a dialogue between empirical and school knowledge; and from the perspective of Ethnomathematics containing elements that articulate School Mathematics, Cultural Mathematics and Quilombola Education. As for the methodological itineraries, we carried out bibliographic research, document analysis, systematic literature review and field research, using participant observation and semi structured interviews to collect information at the research site, located in the municipality of Berilo/MG. The results indicated that Ethnomathematics is little known and used in daily school practices, even though it may contribute to expanding and strengthening the learning of mathematics and, also, to raising teachers’ awareness of curriculum development in relation to the valorization of Afro-Brazilian and African culture.