O ensino de matemática na escola do campo: contribuições de uma prática de ensino à luz da etnomatemática

Abstract

The present study had as objective to analyze the contributions that a teaching practice in the light of Ethnomathematics can bring to the teaching of Mathematics in the school of the Field. This research is part of the work of completing the course in Licenciatura in Field Education - habilitation Science of Nature and Mathematics, Federal Technological University of Paraná - Câmpus Dois Vizinhos and was carried out in a class with 12 students, of the 3rd year of Teaching Medium of the Sao Francisco do Campo State School, located in the interior of the municipality of Dois Vizinhos - PR. Regarding the teaching of the students of the Campo schools, when observing the curricular stage, one can perceive a teaching of mechanical mathematics and disarticulated with the origin, culture and environment where the students live and interact daily. The fascination aroused by the possibility of using Ethnomathematics in the educational system was one of the reasons justifying the objectives of the work linked to the need to understand how Mathematics teaching occurs with the possibility of adjusting the curriculum, interweaving the history of the community with the teaching of Mathematics. The methodology adopted was of the qualitative type, applied with an interpretive character. The contributions that can be highlighted are the improvements in teaching processes and better assimilation and understanding of mathematical concepts.