Análise da coleção "Girassol: saberes e fazeres do campo" à luz de dimensões da Etnomatemática e de princípios da Educação do Campo

Abstract

This research aimed to analyze the collection "Girassol: saberes e fazeres do campo" (1st to 3rd grade), in light of dimensions of Ethnomathematics, in accordance with principles of countryside education. To achieve this objective, we outlined the following specific objectives: discuss Ethnomathematics as a methodological possibility for teaching Mathematics in countryside schools; assess the quantity of activities that align with Ethnomathematics and countryside education in the collection; investigate how the historical dimensions, everyday challenges, and politics of Ethnomathematics, aligned with principles of countryside education, are present in activities proposed in the Student Book of the collection "Girassol: saberes e fazeres do campo." The research is based on the relationship between the principles of countryside education and the dimensions of Ethnomathematics, drawing on theoretical contributions from D’Ambrósio (2013), Caldart (2000), Foerste (2019), and Saviani (2016). The approach used is qualitative-quantitative research, and the technical procedures involve document analysis. We employed three categories of analysis: History of Mathematics in the countryside context; Valuing local knowledge; Education for citizenship. The results revealed that 2 activities align with the History of Mathematics in the countryside context, 10 activities align with Valuing local knowledge, and 2 activities align with Education for citizenship. In terms of distribution by grade levels, it was observed that in the first-grade volume, 5 activities align with the proposed dimensions of Ethnomathematics related to the principles of countryside education, accounting for a total of 5.05% of the activities; in the second-grade volume, 6 activities, which represents 3.77% of the proposed activities in that volume; and in the third-grade volume, 3 activities, reaching a percentage of 1.84% of the total activities proposed in that volume. These results demonstrate that there are few activities that align with the dimensions of Ethnomathematics and principles of rural education. Most of these activities reinforce aspects of countryside life in a section that seeks to familiarize students with their reality but without delving deeper into this work within the classroom. It was also observed in the collection that the "rural" context is portrayed in a simplified manner, limited to preconceived ideas and stereotypes. In conclusion, despite the progress achieved by PNLD Campo, there are still challenges to be addressed in order to ensure quality education in countryside schools, such as expanding the supply of textbooks and more effectively incorporating the cultural diversity present in rural communities into these materials.