Etnomatemática e a construção de uma educação multicultural na escola

Abstract

The objective of this study is presents ethnomathematics as a multicultural pedagogical suggestion that contributes to mathematics teaching using an African game called yote, considering the relevance of education concentrated on respect to Africans and Afro-descendants mathematics knowledge production and to the potentiality of educator work and organization inclusive curricular structures, anti-racist and non-discriminatory. Methodologically, the study materializes from a qualitative approach, theoretical-reflective, in an exploratory-analytical dimension. Theoretically, it bases on thinking of authors as Topazio (2013); Gerdes (2007); Libâneo (2007); Bueno (2001); D'Ambrosio (2001; 1996); Freire (2016; 2017), among others. Before the discussion held, observe that multicultural education is relevant to mathematics perspective teaching of contribution to decentralize Eurocentric thinking about the social organization of pedagogical work and availability cultural mathematical manifestations historically situated and contextualized from a racial-ethnic perspective. The insertion of African games on mathematics teaching and learning process characterized as a methodology strategy that allows us to use ludic resources exploring the builds process activating mathematics knowledge from a decentralized view, then, allowing the pedagogical approaches dimension Eurocentric hegemonic and the resignification of homogeneous teaching models.