Educação matemática e educação para as relações étnico-raciais: uma revisão sistemática da literatura

Abstract

This research aimed to accomplish a systematic literature review (SLR) in the context of Mathematics Education (EM) that deals with Education for Ethnic-Racial Relations (ERER), seeking to systematize and analyze how researchers in this area of knowledge have been dedicated to investigating the ERER. Theoretical studies were carried out on the terms race, racism, prejudice and discrimination, as well as the legislation on ERER and on the way in which the official curricular documents for Basic Education address the subject. For RSL, a survey of theses and dissertations produced in stricto sensu graduate programs in Brazil and articles published in national journals was performed, in a time frame between 2003 and 2020. After the survey, a total of 47 works were compiled, of which 30 were dissertations, six theses and 11 papers. Among the main results, it was noticed that Ethnomathematics is the main theoretical foundation used in the research analyzed. It was also noticed that the use of African games is the main tool for working with ERER in the classroom; there are nine dissertations, one thesis and three articles that propose the use of games, mainly those of the Mancala family. One finding was that teacher education was not included in any of the studies analyzed, which indicates the need for research in this field. As a result of this research, an Educational Product was elaborated that contains a set of activities, selected and organized from the analyzed works, that address the ethnic-racial theme, favoring the implementation of Law nº 10.639/2003 and aiming to contribute to the inclusion of pedagogical actions in the school space that culminate in the recognition and appreciation of knowledge, the knowing and African and Afro-Brazilian culture.