Dissertação · 2025
UMA REVISÃO SISTEMÁTICA SOBRE ETNOMATEMÁTICA NO ENSINO DE MATEMÁTICA: POR ENTRE PROPOSTAS DIDÁTICAS E CONTEÚDOS
Referência (ABNT NBR 6023)
CONCEIÇÃO, Ananda Itsu Moraes. UMA REVISÃO SISTEMÁTICA SOBRE ETNOMATEMÁTICA NO ENSINO DE MATEMÁTICA: POR ENTRE PROPOSTAS DIDÁTICAS E CONTEÚDOS. 2025. Dissertação (Mestrado) – UFMA, 2025. Disponível em: https://tedebc.ufma.br/jspui/handle/tede/6598.
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Resumo
This dissertation investigates how popular knowledge and practices have been incorporated into mathematics teaching in basic education in Brazilian dissertation and theses research, and how the recognition of these knowledge and practices is mobilized in didactic proposals. The guiding question of the study is: How have ethnomathematical practices been incorporated into didactic proposals for mathematics teaching in basic education based on Brazilian dissertation and theses research? The general objective of this research was to analyze pedagogical proposals, developed within the scope of graduate programs from 2013 to 2023, on ethnomathematics and aimed at teaching mathematical content in basic education. The methodology is structured around a qualitative study, with a systematic literature review procedure. Through searches on the Brazilian Digital Library of Theses and Dissertations (BDTD) and the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES), 69 papers were selected from among dissertations and theses defended between 2013 and 2023. These works were analyzed based on their ethnomathematical practices, mathematical content, and pedagogical proposals. The results led to the identification of eight thematic classifications that organize the cultural contexts mobilized: agricultural and rural knowledge; artisanal and industrial knowledge; knowledge of indigenous peoples; riverside communities; knowledge of African origin; knowledge of labor groups; knowledge in inclusive education; and knowledge of communities/neighborhoods. The analysis highlights the potential of ethnomathematics to promote a more contextualized and meaningful education, although challenges persist regarding teacher training and the consolidation of these practices in the school curriculum. We hope with this dissertation to contribute to the improvement of teaching practices by proposing meaningful approaches to mathematics teaching.