Ensino de matemática na educação de jovens e adultos: etnomatemática na práxis do(a) professor(a)

Abstract

The present work aims to discuss a teaching of Mathematics capable of contributing to a learning that makes sense in the lives of learners. It brings elements about a proposal of teaching of Mathematics that allows to promote the dialogue between the mathematical knowledge produced in the social and cultural relations of the students, analyzing them in the light of the contributions of Ethnomathematics. In the process of learning the students of Youth and Adult Education there is much to consider from this theoretical field that values the mathematical knowledge from different experiences. As a theoretical reference, we are based mainly on D'Ambrósio (1990, 2000), Fonseca (2002), Cury (2000). To carry out this study, a field research was carried out together with the teachers, in which data were collected on the pedagogical practice in this discipline and the teacher's understanding of it through a questionnaire. Subsequently, the data were organized and interpreted for a better understanding of the objectives. It was found that the teachers interviewed, although they refer to the teaching based on the life of the students, do not have understanding about Ethnomathematics, and do not develop a pedagogical work in this perspective.