Ethnomathematics Approach as a Tool for Cultural Valuation and Social Representativity: Possibilities in a Quilombola Community in the State of Amapá - Brazil

IF 0.3 Q4 MATHEMATICS

Mathematics Enthusiast Pub Date : 2022-01-01 DOI:10.54870/1551-3440.1557

Romaro Antonio Silva, Pedro Manuel Baptista Palhares, José Roberto Linhares de Mattos

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引用次数: 0

Abstract

In this article, we bring forward a research with ethnomathematical aspects that shows the sociocultural relations experienced in a quilombola community registered as Santa Luzia do Maruanum, in the rural region of the capital Macapá, in the state of Amapá, Brazil. Such research was based on the activities developed by 12 ceramic craftswomen in the community, members of the Ceramic Craftswomen Association of Maruanum ALOMA (Associação de Louceiras do Maruanum in portuguese). It was possible, through field research, with a qualitative approach, to understand the social context of ceramic craftswomen, to verify the spoken mathematical knowledge learned out of school in the production of ceramic tableware, in family farming, and consequently in daily habits, such as Marabaixo culture. Through participant observation, it was possible to verify aspects in the relationship between the contents of school mathematics and the activities developed by the ceramic craftswomen, which brings us possibilities of a bridge for teaching mathematics in quilombola schools. The results presented here point to the importance of a school education focused on valuing local culture, which strengthens ethnic relations in the search for equity and establishes an artistic-cultural rescue. In this sense, the presence of women as maintainers of household income and in the political leadership of the community stands out. This leads us to reinforce the understanding of the representativeness of the practices of ceramic craftswomen in the teaching of school mathematics, in which the concepts approached in the classroom are exemplified with everyday reality from the communities. Thus, we hope that this article will contribute to reflections at the most diverse levels and educational modalities. We also hope to contribute with other research in Ethnomathematics and to disseminate the quilombola culture present in the state of Amapá, which is currently under constant attacks on its rights by the state policy that has been installed in Brazil since 2016.

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作为文化评估和社会代表性工具的民族数学方法:在巴西阿玛ap州的Quilombola社区的可能性

在本文中，我们提出了一项民族数学方面的研究，该研究显示了在巴西阿马apap州首府马卡帕农村地区注册为Santa Luzia do Maruanum的一个quilombola社区所经历的社会文化关系。这项研究是基于社区中12名陶瓷女工匠所开展的活动，她们是Maruanum ALOMA(葡萄牙语associa o de Louceiras do Maruanum)陶瓷女工匠协会的成员。通过实地研究，可以用定性的方法了解陶瓷工匠的社会背景，验证在陶瓷餐具生产、家庭农业以及日常习惯(如Marabaixo文化)中从学校学到的口头数学知识。通过参与观察，可以验证学校数学内容与陶艺妇女开展的活动之间关系的某些方面，这为我们提供了在quilombola学校进行数学教学的桥梁的可能性。这里提出的结果指出了重视当地文化的学校教育的重要性，这在寻求公平的过程中加强了民族关系，并建立了艺术文化拯救。从这个意义上说，妇女作为维持家庭收入和社区政治领导的存在是突出的。这使我们加强了对学校数学教学中陶瓷女工匠实践的代表性的理解，其中课堂上的概念以社区的日常现实为例。因此，我们希望这篇文章将有助于在最不同的层次和教育方式上进行反思。我们也希望为民族数学的其他研究做出贡献，并传播amapap州存在的quilombola文化，该文化目前正受到巴西自2016年以来实施的国家政策对其权利的不断攻击。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Mathematics Enthusiast MATHEMATICS-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： The Mathematics Enthusiast (TME) is an eclectic internationally circulated peer reviewed journal which focuses on mathematics content, mathematics education research, innovation, interdisciplinary issues and pedagogy. The journal exists as an independent entity. The electronic version is hosted by the Department of Mathematical Sciences- University of Montana. The journal is NOT affiliated to nor subsidized by any professional organizations but supports PMENA [Psychology of Mathematics Education- North America] through special issues on various research topics. TME strives to promote equity internationally by adopting an open access policy, as well as allowing authors to retain full copyright of their scholarship contingent on the journals’ publication ethics guidelines. Authors do not need to be affiliated with the University of Montana in order to publish in this journal. Journal articles cover a wide spectrum of topics such as mathematics content (including advanced mathematics), educational studies related to mathematics, and reports of innovative pedagogical practices with the hope of stimulating dialogue between pre-service and practicing teachers, university educators and mathematicians. The journal is interested in research based articles as well as historical, philosophical, political, cross-cultural and systems perspectives on mathematics content, its teaching and learning. The journal also includes a monograph series on special topics of interest to the community of readers.