A etnomatemática : compreensões do Documento de Referência Curricular para o Estado de Mato Grosso (DRC/MT) para o ensino fundamental

Abstract

This work aims to analyze what understandings the Curricular Reference Document for the State of Mato Grosso (DRC-MT) brings in relation to Ethnomathematics present for Elementary Education in relation to the teaching of mathematics. In this context, the research problem question is: what understandings does the Curricular Reference Document for the State of Mato Grosso (DRC-MT) bring in relation to Ethnomathematics present for Elementary Education in relation to the teaching of mathematics? This is a qualitative documentary research whose methodology for data analysis is Discursive Textual Analysis (DTA), as it provides new and significant conceptions about the study investigated. The document analyzed is the DRC MT published in 2018 and in force to this day and the analysis is dedicated to the mathematics education present in the document. The Curricular Reference Document for the state of Mato Grosso (DRC-MT), approved in 2018, is aligned with the National Common Curricular Base (BNCC, 2017). The theoretical basis related to Ethnomathematics is based on D’Ambrosio and other pioneers, who made important contributions regarding the valorization of knowledge in different cultural contexts in the teaching of Mathematics. This research sought to recognize the role of Ethnomathematics in the DRC, how the document addresses this pedagogical trend, considering the importance of the history of mathematical knowledge, its multiple relationships with other areas of knowledge and its interrelationship with daily activities. Reflecting on the possibilities and challenges of the school to promote pedagogical actions that consider interpersonal relationships in the process of (re)constructing knowledge. It was realized that for critical investigative pedagogical work, in an articulated manner, we must establish links between daily practices and school mathematics.