Pesquisas em Etnomatemática e suas contribuições para o contexto escolar: Um olhar para os anais dos CBEM

Abstract

Emmerging from the confluence of the history of mathematics and of mathematics education, with strong connections to anthropology and cognitive sciences, ethnomathematics is seen consolidated as a field of research with great concern, in particular, to the school context. Within this framework the present article has as its objective to identify the main tendencies of the national research related to this program and centered on the context of education through the analysis of two works published in the annals of the Brazilian Conference of Ethnomathematics (Congressos Brasileiros de Etnomatemática - CBEm). Dealing with a “state of the art” kind of research, we begin with a reading of two hundred and two abstracts of works presented in the annals of the four editions of the CBEm. Using previously established criteria, sixteen works were selected and read in their entirety, that were later categorized according to general aspects. In general, the plurality of theoretical concepts of Ethnomathematics reflects the diversity of aspects such as: geographic distribution, subjects and levels of eduction, contents addressed and promotion strategies of Ethnomathematics. In this way, it follows that Ethnomathematics assumes an important committment to questions of teaching and learning mathematics, and that the tendencies of the research analyzed suggests a promising future for an even deeper connection between the ideas of this field of research and the school context.

Keywords

• Ethnomathematics; Mathematics Education; Teaching and Learning of Mathematics; Teacher Training; Brazilian Conference of Ethnomathematics.