Resumo

BANDEIRA, Francisco de Assis. Ethnomatematics three pedagogical proposals for basic education. ETD [online]. 2017, vol.19, n.3, pp.622-652. ISSN 1676-2592.  https://doi.org/10.20396/etd.v19i3.8648366.

The Ethnomathematics diffusion in the scope of basic education is still scarce, despite its proposals for the pedagogical action. In view of that, I present results from three research projects directed to the teaching of basic education under the light of the Dambrosian concepts of ethnomathematics. The first project looked at the mathematical knowledge familiar to potters living in the village of Currais Novos in the state of Rio Grande do Norte. The project looked at how to contribute to the elaboration of a pedagogical proposal dialoguing with formal mathematical knowledge taught in local schools. The second project is a report of an educational experience with 6th grade elementary school pupils living in a community of workers of red ceramic industries established in Russas, in the state of Ceará. The third project suggested a curricular analysis in mathematical education associating formal mathematics with the mathematical knowledge of a horticulturists’ village located near Natal, in the state of Rio Grande do Norte. One of the results of the third research activity presented the pupils with the notion that mathematics exists not only in the class-room and in the books, but everywhere, and that it varies because cultures vary too. One pupil in the study knew both forms of mathematics: the academic school form, and the horticulturist mathematics, said that he preferred the latter because it was more familiar to him. Data from the second research activity revealed that, when pupils were responsible for the process of data collecting and analysis emerging from their own socio-cultural context, they added to their ability to create a discussion space in class-room, where the students turned to critical subjects found their own reality and social context. The proposal of the first research activity, was more of a qualitative character and used an ethnographical approach, and showed that when one works pedagogically with the mathematical knowledge of a certain village, and then tuning to academic mathematics, the pupil understands the meaning of this knowledge, even coming to value it.

Palavras-chave : Mathematics; Ethnomathematics. Apprenticeship; Teaching; Curriculum..