Concepções dos professores de matemática em relação à etnomatemática como metodologia de ensino

Abstract

This study aimed to investigate the conceptions of mathematics teachers on Ethnomathematics as methodological practice. The participants were five mathematics teachers from a state public school in the city of João Pessoa. This study was a qualitative approach and it is exploratory type. Data were collected from a questionnaire administered to participating teachers. The theoretical reference was based on the studies of D'Ambrosio, Gerdes, Knijnik; as well as official documents. As result, we verified the presence of ethnomathematics within the pedagogical practices present in the teaching of mathematics, even if they are not explicit. We found that teachers relate to daily Ethnomathematics, mathematics diversity, mathematics in society and the socio-cultural context. We also observed that teachers use the Ethnomathematics proposal in the classroom and that they consider the student as the key to this use, in the sense of always starting from the context of the student this action. We found that in some moments the teachers presented dissonances between the questions of the questionnaire and the answers, due to the lack of knowledge of the teachers about the research theme. Considering the fact that some teachers present still superficial conceptions in relation to the researched topic, we conclude that it is essential and fundamental to invest in both initial and continuing teacher training. We suggest, as future research, the return to school research field in order to provide a discussion with teachers, with the purpose of contributing to this training process.