Resumo

DIOGENES, Adriana Lúcia Brandão  e  ALMEIDA, Shirley Patrícia Nogueira de Castro e. Integration and diversity: links between Ethnomathematics and the ethnic-racial issues. Rev. Ensino Ciênc. Mat. [online]. 2023, vol.14, n.2, a12. ISSN 2179-426X.  https://doi.org/10.26843/rencima.v14n2a12.

We aim here to analyze what theories say about Ethnomathematics, its practices, as well as the Brazilian legislation on ethnic-racial issues and Quilombola Education. The construction of our theoretical contribution was supported by authors who discuss Mathematics Education, such as D'Ambrosio (2009, 2019); issues of race relations, such as Gomes (1997, 2005) and Munanga (2001); in addition to Brazilian legislation (1988, 1996, 1999, 2003, 2004, 2007, 2012, 2015, 2018). The results showed that it is complex to approach ethnic-racial relations and the different ways of building knowledge, because, even in educational institutions located in Quilombola Communities and with legal determinations that support them, the themes related to Afro-Brazilian mathematical knowledge and practices are still under-treated. In this sense, we seek to emphasize how the Ethnomathematics Program can favor such a discussion, from the place it reserves for the mathematical knowledge and practices of the traditional populations of these educational institutions.

Palavras-chave : Ethnomathematics; Quilombola Education; Afro-Brazilian Knowledge and Practices.

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