A Etnomatemática e suas implicações pedagógicas: uma análise teórica sobre as práticas realizadas em ambientes educacionais

Abstract

This research stems from analyzes and bibliographic research and its main focus is to bring theoretical assumptions that allow the knowledge of the Ethnomathematics program and its pedagogical implications. The present study aims to analyze research already carried out in the area of Mathematics Education that address Ethnomathematics and its pedagogical implications. The theoretical foundation brings the discussion about Ethnomathematics using the support of Ubiratan D'Ambrósio, and other authors. To carry out this research, the qualitative method of bibliographic review was chosen in order to: conceptualize and present the conceptions of Ethnomathematics through a survey of teaching practices developed in educational environments. The character of analysis of this research will not be to quantify results, but to understand the behavior of teachers and students before the Ethnomathematics program in different cultures with the respective highlights of the Ethnomathematics activity developed with the students. According to the analysis of the twelve studies, dissertations and thesis, Ethnomathematics encourages students to the extent that they feel motivated and excited to learn within their own realities. Thus, the extreme importance of establishing this program in school environments is perceived, aiming at the organization of concrete activities with the purpose of contextualization in the classroom, abstraction of logical reasoning and stimulation of critical and reflective thinking.