Saberes populares da Etnomatemática numa cosmovisão africana: contribuições à Etnociência

Abstract

The present research brings proposals that reveal Africanities present in scientific and mathematical thinking that are absent in many textbooks and rarely found in teachers' planning. The aim here is to open paths that promote the strengthening of ethnoscience based on popular knowledge of ethnomathematics in an African worldview, thus contributing to the teaching of science and mathematics in the classroom, in addition to cooperating in the process of valuing and rescuing culture African and Afro-Brazilian as a way of implementing the guidelines issued by Law 10.639 / 03. In view of the scarcity of pedagogical devices aimed at the ethnoscientific field, I realized the need to have as material scope of this proposal, a material that would support the practice of the science and mathematics teacher. The idea was to divide the work into three stages, the first being the confirmation of ethnomathematics in an African perspective as a backdrop in the teaching and learning process in mathematics, thus validating proposals that use popular knowledge as a pedagogical basis for this purpose, the the second stage was based on the proposal to produce a material that contemplated the principles of ethnoscience, showing that, in a certain way, ethnomathematics is included in it, making it possible to build knowledge from this pillar, and the third stage brings to the surface the proposal of a pedagogical game whose objective is to contemplate contents of science, mathematics and African mythology with ethnoscience and ethnomathematics as the basis of this process. This research was carried out with a group of 47 students from the 9th grade of elementary school at a municipal public school located in the district of Pedra de Guaratiba, in Rio de Janeiro, with a majority presence of black individuals, who did not recognize themselves as descendants of those who , according to our history, were the cradle of humanity. As a methodological process, a qualitative approach was chosen with action research as a technical procedure. Having passed its phase of framing the methodology, we started an exhaustive search and selection of material that could solidly and concisely subsidize the discussions presented here. The bibliographic survey sought to analyze historical, social and cultural factors that could contribute to the teaching and learning process in science and mathematics through tools that could bring meaning to the classroom in the social and cultural context of the student.