Diálogo entre a Etnomatemática e a Sala de Aula

Abstract

This essay is meant to be a dialogue. The point of interest of this dialogue is to investigate and reflect on the possibilities of recovering the essence and meaning in the classroom, especially in the discipline of mathematics, under the research paths and practices in the program of Ethnomathematics. The objective was to investigate paths and proposals of the program in Ethnomathematics that enables a pedagogical practice that is possible, and able to restore meaning and understanding to the contents of the discipline of Mathematics within the classroom. The methodology sought directions to meaningful learning and approximations within the program of Ethnomathematics under socio-affective relationships to the mathematics of sense, aided with the possibilities and procedures of Oral History. This research is justified in contributing to theoretical basis and to guide educational, stimulating, and democratic practice. Finally, how to bring essence and meaning to the classroom through dialogue with pioneer and contemporary researchers from the program in Ethnomathematics? We sought dialogue to solve. Interviews were conducted with six authors, pioneers, and contemporaries from the program: Ubiratan D’Ambrosio, Eduardo Sebastiani Ferreira, Pedro Paulo Scandiuzzi, Cristiane Coppe Oliveira, Olenêva Sanches Sousa e José Roberto Linhares de Mattos. Also, theorists such as Abreu (2017), Coppe (Apêndice E), Margarete Costa (2018), D’Ambrosio (1998, 2001, 2017, 2018, 2020a, 2020b, Apêndice B), Fantinato e Freitas (2018), Farias (2018), Ferreira (1997, 2009, Apêndice C), Frege (2009), Freire (D'AMBROSIO; DOMITE, 1996), Gerdes (2010, 2014), Hernández (1998), Knijnik (2001), Marchon e Claudio Costa (2018), Mattos (2020, Apêndice G), Moreira (1982, 2010), Santos (2007), Scandiuzzi (Apêndice D), Silva (2007), Sousa (Apêndice F) e Vygotsky (2001). To reflect on the pedagogical possibilities for mathematics education under the eyes of the Significant and Sensorial Mathematics, aligned with the Ethnomathematics program and Oral History leads to the proposed expectations, since such alignments reverence the aspects of valuation, appreciation, recognition, and respect