Uso social e profissional da matemática no cotidiano de comerciantes do bairro de mangabeira, em João Pessoa – PB: uma perspectiva etnomatemática

Abstract

This study explores the use of Mathematics in non-academic settings, with a focus on everyday commercial practices. Its general objective is to investigate how Mathematics is applied within the social context and professional routines of merchants in the Mangabeira neighborhood of João Pessoa, Paraíba, Brazil. Regarding the specific objectives, we seek to point out what the merchants of the Mangabeira neighborhood say about their professional practice; relate how mathematical contents are used by them in their everyday professional activities; and identify whether these merchants are aware that they employ mathematical knowledge in their professional practice. Based on exploratory bibliographic and field research, data were collected through interviews with a sample of ten merchants. The theoretical framework draws primarily on the works of D’Ambrosio (2008, 2009, 2011), Rosa and Orey (2005), Velho and Lara (2011), Lara (2013), Figueiredo (2017), Cezar Junior (2023), and Silva (2024). From an Ethnomathematical perspective, these authors challenge the traditional view of Mathematics as a singular, abstract body of knowledge detached from reality, instead proposing a pluralistic understanding rooted in cultural experiences and problem-solving practices developed by diverse communities throughout history. Importantly, the Ethnomathematical approach does not seek to undermine formal academic Mathematics, but rather to understand how mathematical knowledge is produced in various contexts. This perspective fosters meaningful reflection on the cultural, socioeconomic, and educational influences that shape the teachinglearning process and its subsequent application in the workplace. Key findings include: most merchants had low levels of formal education and reported difficulties with Mathematics during their school years; abstraction and lack of contextualization were cited as major obstacles in the learning process; and unanimously, all participants acknowledged the importance of Mathematics in their professional practices, even though most did not consciously recognize its use in their daily routines.