A etnomatemática abordada no contexto de uma escola agrícola do interior da Bahia

Abstract

Ethnomathematics seeks to value the individual's culture and mathematical knowledge, thus evidencing a so-called informal mathematics, which is practiced in different cultural contexts, very effectively meeting the demands of the social group in which it emerges. Thus, the objective of this work was to understand how the approach of Ethnomathematics takes place in the context of a school located in an agricultural community in the interior of Bahia. For this, we opted for a qualitative research, of the documentary type. Thus, we analyzed some official documents, such as the Law of Directives and Bases (LDB) 9394/96, the National Curricular Guidelines for Basic Education (DCNs), the National Common Curricular Base (BNCC), as well as two teaching sequences made available by the mathematics teacher of the researched school, seeking to understand which are the guidelines and approaches that the official documents brought about ethnomathematics and how these were carried out in the school, that is, in the teacher's practice. From the analysis of the data, it was possible to observe that the official documents bring, in their text, the principles of ethnomathematics in an implicit way by highlighting the importance of valuing the context and the student's experiences. This valuation reverberates in the objective of the researched school, and in some moments of the researched mathematics teacher's practice. Thus, we conclude that despite the context, the field of this research, being conducive to the use of an ethnomathematics approach in teaching mathematics, this only happens occasionally.