A presença da etnomatemática nas aulas de matemática nas escolas estaduais indígenas das cidades de Baia da Traição, Marcação e Rio Tinto - PB

Abstract

The objective of this research was to investigate the incorporation and application of Ethnomathematics in the teaching of Mathematics in State Indigenous Schools in the cities of Baía da Traição, Marcação and Rio Tinto, with a focus on the Potiguara communities. The methodology used was qualitative and descriptive in nature, and was outlined as a case study. Questionnaires were applied using the Google Forms platform to six Mathematics teachers from these schools, addressing the profile of the teachers, their pedagogical practices and their knowledge about Ethnomathematics. The results showed that, although all teachers consider the importance of Ethnomathematics, there are still significant challenges to effectively integrate this form into the school curriculum. The lack of specific pedagogical materials was pointed out as the main obstacle. In addition, teachers highlighted the need for continued training to improve their pedagogical practices in relation to the topic. It is concluded that Ethnomathematics can bring considerable benefits to the preservation of the traditional knowledge of the Potiguara people and to the improvement of Mathematics teaching. However, it is necessary to invest in adapted teaching materials and teacher training programs to promote more contextualized and inclusive teaching.